Active Learning: English Language Teaching via Write Share Learn Strategy

Word Choice ◽

Young Learners ◽

Teachers And Students ◽

Post Test ◽

Physical Response ◽

<p>The purpose of this study was to describe the use of Total Physical Response (TPR) method on young learners English Language Teaching (ELT) at Panti Asuhan Yauma. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta. The class consists of 30 students which their ages were around 5 to 11 years old. The data collected through observation in learning activities. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 5 (five) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, and speaking easily. The results showed that there was an improvement in vocabulary score about 27.40 and comprehension score about 28.77. The research finding first showed that when using the TPR method children enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for young learners. It was proved by the score from pre-test and post-test.</p>

Writing News Item in English Language Teaching Context: Line Apps Platform for Senior High School Students

Utamax : Journal of Ultimate Research and Trends in Education ◽

10.31849/utamax.v2i1.3761 ◽

2020 ◽

Vol 2 (1) ◽

pp. 24-28

Author(s):

Tia Dwi Risani

Keyword(s):

High School ◽

Social Media ◽

High School Students ◽

Learning Process ◽

English Language ◽

Language Teaching ◽

Senior High School ◽

News Item ◽

Learning English nowadays is a process of giving learners not just skills its also an innovative learning technique, and creative ways are needed as well. The Information Communication Technology (ICT) device such as social media, i.e., Line provides students to explore more in learning English. This research aimed at proving social media such as Line today can be used as virtual support for English language Teaching (ELT) process of writing news item in senior high school. This descriptive qualitative research was conducted on classroom during the subject news item. In this study, the research belongs to the interpretivism paradigm or related to the explaining or understanding the meaning of a sentence or passage. The result of this research is using a virtual or electronic device not only could help students as a learner but the essential things in learning process namely teachers also need virtual to support teaching process and even virtual assessment help teachers and even students to develop learning process especially by using Line apps for writing news item.

Innovations and Technologies for Soft Skill Development and Learning - Advances in Educational Technologies and Instructional Design ◽

iGeneration Methodology

10.4018/978-1-7998-3464-9.ch013 ◽

2020 ◽

pp. 108-114

Author(s):

Aruldoss L. ◽

Sujitra A. G. ◽

Vijayalakshmi R.

Keyword(s):

Second Language ◽

Effective Teaching ◽

English Language ◽

Language Teaching ◽

New Method ◽

Teaching Methodology ◽

Visual Method ◽

This chapter aims at analyzing the effective teaching methodology for the iGeneration students who learn English as a second language. iGeneration students are the students who are born in between 1995 to 2012. As the iGeneration students are not interested in reading books, there has to be another method which can be used to teach them. This generation of students are using the technology effectively. The teachers who teach English for the students have to adopt a new method. To find out the best method for English language teaching, 150 students were taken for the research. They were divided into three sections namely A, B, and C sections. Each section was taught with different methods. At last, a test was conducted for all the students and marks were awarded for the test. Based on the marks scored by the students, it is found that audio-visual method was effective for learning English language.

Counteractive Measures for the Tribulations Faced by Intermediate Students of Selected Colleges of Lucknow, While Teaching and Learning English

Journal of Language Teaching and Research ◽

10.17507/jltr.1003.15 ◽

2019 ◽

Vol 10 (3) ◽

pp. 516

Author(s):

Mohammad Owais Khan

Keyword(s):

Language Learning ◽

Language Proficiency ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

College Education ◽

Uttar Pradesh ◽

Intermediate Students ◽

The present study attempts to highlight the issues related to the Tribulations and Counteractive measures for teaching and learning English to Intermediate students of Lucknow, Uttar Pradesh (UP), India. The language policy in intermediate college education emerged as a social and personal problem. The quality of English Language teaching in majority of Indian Intermediate Colleges presents a very appalling picture. Teachers’ language proficiency, exposure to language and teaching materials is major concerns for quality English language learning. In reality intermediate students’ situation in UP is very difficult. They don’t have good opportunities as the big cities’ students have. These students consider English as a subject not as a language. So they focus only on examination not on the learning. This is an area which needs proper investigation. This study and the remedial measures suggested at the end will hopefully help students and teachers in learning and teaching English easily and appropriately. The study will also be useful for teachers, scholars, course designers and material producers of English language teaching.

Problems of Teaching and Learning English as a Foreign Language in South Yemen: A Case Study of Lahj Governorate

ELS Journal on Interdisciplinary Studies in Humanities ◽

10.34050/els-jish.v2i4.7458 ◽

2019 ◽

Vol 2 (4) ◽

pp. 485-492

Author(s):

Sabri Thabit Saleh Ahmed ◽

Bushra Thabit Ahmed Qasem

Keyword(s):

Foreign Language ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Teaching Aids ◽

Proficiency Level ◽

Efl Teaching ◽

Learning English ◽

Language Teaching And Learning

The task of teaching and learning English as a foreign language is not an easy task as there are many factors that may contribute positively or negatively to its success. In the context of this study, most school-leavers have very poor English, especially when looking at their oral skills. This indicates that there are some problems that EFL learning and teaching encounter, and then such problems are reflected in students’ proficiency level. This study, therefore, explored the problems encountering EFL teaching and learning in Lahj primary and secondary schools to identify such problems and suggest some solutions that may help in improving English language teaching and learning in the concerned schools. Data were collected from 32 EFL senior teachers and supervisors of Lahj governorate. Findings showed that large classes, lack of teaching aids, teachers’ low proficiency in English, teachers’ limited experience with communicative language teaching, late beginning of learning English, lack of focus on oral communicative English, use of mother tongue in classroom, students’ low motivation and interference between English and Arabic are considered as major problems encountering English language teaching and learning in the concerned South Yemeni schools and contribute negatively to students’ proficiency level. The study has provided some recommendations that may help in improving EFL teaching and learning in the concerned schools and in Yemeni schools generally.

PROMOTING TOTAL PHYSICAL RESPONSE (TPR) METHOD ON EARLY CHILDHOOD ENGLISH LANGUAGE TEACHING

Jurnal Penelitian Humaniora ◽

10.23917/humaniora.v20i2.7144 ◽

2019 ◽

Vol 20 (2) ◽

pp. 67-79

Author(s):

Cicih Nuraeni

Keyword(s):

Early Childhood ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

Word Choice ◽

Teachers And Students ◽

Post Test ◽

Physical Response ◽

The purpose of this study was to describe the use of Total Physical Response (TPR) method on early childhood English Language Teaching (ELT) at Panti Asuhan Yauma Jakarta and to know the students’ response after learning English using TPR method. The method of the research is descriptive qualitative. In this research the researcher describes the activities carried out by teachers and students by using TPR method. The data resources are from teacher and students in Panti Asuhan Yauma Jakarta . The class consist of 6 students which their age was around 5 to 11 years old. The data collected through observation and interview both teacher and students. The instruments were pre-test and post-test with 2 (two) criterion being assessed, namely vocabulary and comprehension. They were divided into 6 (six) elements such as accuracy of word, understanding each word, word choice, understanding the meaning, speaking easily,and intonation. The results showed that there was any improvement on vocabulary score about 26.16 and comprehension score about 27.16. The research finding firstly showed the TPR method was able to be applied to children because they enjoyed and were also very active in learning English. The researcher hopes that the study contributes to the activities of teaching and learning English, especially teaching English for early childhood. It was proved by the score from pre-test and post-test.

The Practices and Obstacles of English Language Teaching in Intellectual Disability Classroom: A Case Study at Special School (SLB) in Palembang

PANYONARA: Journal of English Education ◽

10.19105/panyonara.v3i1.4319 ◽

2021 ◽

Vol 3 (1) ◽

pp. 1-18

Author(s):

Dalilan ◽

Eka Sartika ◽

Deyana Indah Lestari

Keyword(s):

Intellectual Disability ◽

Teaching Practices ◽

English Language ◽

Language Teaching ◽

Sampling Technique ◽

Mental Condition ◽

Study Results ◽

Individuals with disabilities learn with difficulties such as physical, emotional, mental, and social deficiencies. In a limited physical and mental condition, they are faced with problems in learning, particularly in learning English. This study aims at revealing practices and obstacles in learning English in an intellectual disability classroom that affected the teaching practices. A case study method was used in this study. This study's participants were two teachers at SLB-C Tuna Grahita Palembang selected by a typical sampling technique. The observation and interview were used to collect data regarding realized practices and obstacles in teaching English to students with intellectual disabilities. Data were analyzed using thematic analysis. The study results indicated that English language teaching practices in intellectual disability classrooms were similar to the regular ones but more oriented to students' needs. The obstacles of English language teaching were affected by intellectual disability students' limitations in writing, reading, speaking, listening skills, and heterogeneous ability.

Six Technological Innovations That Changed English Language Teaching

International Journal of Information and Communication Technologies in Education ◽

10.2478/ijicte-2019-0003 ◽

2019 ◽

Vol 8 (1) ◽

pp. 30-38

Author(s):

Bekešová Jana ◽

Romanová Iveta

Keyword(s):

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

Point Of View ◽

Technological Innovations ◽

Opposite Point ◽

The Difference ◽

Abstract The paper focuses on six technological innovations which have influenced English language teaching and learning. Their potential is analysed and the way suggested how they could be creatively used. In the research part, authors introduce the most popular ones among English teachers and present those they would like to apply within the lessons. Being able to analyse the opposite point of view as well, small number of English students were asked which of these technological tools their English teachers use the most and on the other hand, would like to experience when learning English. In addition, we compare the difference in their choice when teaching and learning English at primary and secondary school.

Describing The Way of Teaching English to Students with Hearing Impairment

English Education ◽

10.20961/eed.v5i2.36049 ◽

2017 ◽

Vol 5 (2) ◽

pp. 75

Author(s):

Aditya Pratama ◽

Joko Nurkamto ◽

Endang Setyaningsih

Keyword(s):

Hearing Impairment ◽

Research Finding ◽

Teaching And Learning ◽

English Language ◽

Teaching Method ◽

Language Teaching ◽

Teaching English ◽

Proficiency Level ◽

<p>Despite of the numerous researches of English language teaching, there are not many researches about teaching English to students with hearing impairment, thus this research is implemented. The objectives of the research are to: (1) describe the implementation of teaching and learning English in XI grade students of SLB-B in Surakarta (2) identify the problems faced by teacher and students in the process of teaching and learning English, and (3) find out the students’ proficiency level in English. This research used qualitative naturalistic method. The data were collected through observation, interview, and document collecting. Coding was used in analyzing the data. The research finding shows that the students with hearing impairment are also able to understand English as long as the teacher uses various teaching method which are suitable with them. The students’ problems are coming from of their lack of language input which results in their imperfect pronunciation and limited vocabulary.</p>

Incorporating Visual Arts into English Language Teaching

Shanlax International Journal of English ◽

10.34293/english.v8i4.3320 ◽

2020 ◽

Vol 8 (4) ◽

pp. 52-56

Author(s):

U Thulasivanthana

Keyword(s):

Experimental Study ◽

English Language Learners ◽

Language Learning ◽

Visual Arts ◽

English Language ◽

Language Teaching ◽

Language Teachers ◽

English Language Teachers ◽

Most English language learners in SVIAS consider learning English as a complex, tiresome, and uninteresting endeavor. They face unprecedented trials and tribulations in learning English as an additional language. Therefore, finding ways to stimulate learner involvement and motivation has become important for English language teachers. Current teaching methods, materials, and resources seem inadequate to fulfill the students’ attitudes, skills, interests, and needs. This experimental study examines whether integrating visual arts activities contributes to positive results for the students who would like to improve their English language skills. In addition to the experimental study, classroom observations were conducted. Arts can make learning exciting,unforgettable, and interesting. The advantages of incorporating arts in education have been extensively delineated in recent studies. Using arts in English language teaching helps to make learning exciting and unforgettable, decrease language learning anxiety, improve classroom atmosphere, increase memory and motivation, and build rapport with learners. This study aims to show the impacts of using contents visual arts in the English language classroom. The findings can assist English language teachers in promoting the use of contents related to visual arts in English class to cater to a range of preferences, strengths, and learning styles.