scholarly journals Communication Strategies by Indonesian EFL Learners in English Conversation Class

2021 ◽  
Vol 8 (1) ◽  
pp. 72
Author(s):  
Agus Wijayanto ◽  
Diyah Murti Hastuti
Keyword(s):  
Language Learners ◽  
English Learners ◽  
Teaching And Learning ◽  
Speech Act ◽  
Communicative Competence ◽  
Communication Strategies ◽  
Learning Activities ◽  
Elementary Level ◽  
Efl Learners ◽  
Conversation Class

To be able to conduct smooth communication has been the focus of teaching and learning L2. Since the late 1970s, developing language learners’ communicative competence has become the center of L2 teaching. This paper is part of a study investigating how elementary-level English learners at an English course in Surakarta-Indonesia conduct English conversations. It particularly observes how they use communication strategies. The data was obtained through recording the conversations between instructors and the learners in teaching and learning activities. This study revealed that the learners frequently used stalling or time gaining when communicating their ideas or opinions. Assertive was the dominant speech act used by the learners, whereas expressive was the least. This could be because during the learning process, the learners were the ones who answered questions and expressed ideas in response to the instructors’ questions.

scholarly journals COMMUNICATION STRATEGIES: WHAT INDONESIAN EFL LEARNERS DO IN CASUAL CONVERSATION?

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Fadhila Yonata ◽  
Dewi Amalia Saptani
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
English Learners ◽  
Communication Strategies ◽  
Intended Meaning ◽  
Spoken Discourse ◽  
Efl Learners ◽  
Linguistic Resources ◽  
Foreign Language Learners ◽  
Communication Breakdowns

In tackling casual conversation, most foreign language learners have problems in negotiating the intended meaning smoothly. One of the reasons is the lack of optimization of communication strategies to compensate communication breakdowns.  This study attempts to reveal Indonesian advance English learners actual competence in engaging in a casual conversation. The data were taken from two recorded conversations lasted for 15 minutes which were then transcribed and analyzed with respect to communication strategies by implementing spoken discourse analysis. The percentage of kind of communication strategies results suggest that filler is the most frequent strategy used by speakers, followed by repetition, appeal for help and self-repair. These findings show that the participants have enough linguistic resources but having problem in verbalizing their mental concept due to insufficient practice.

scholarly journals How the factor of reading hours affect extensive reading of teenage elementary level students at North America International school

2020 ◽  
Vol 8 (2) ◽  
pp. 71-81
Author(s):  
Dang Hoang Bich Tram ◽  
Huynh Cong Minh Hung
Keyword(s):  
North America ◽  
Language Learners ◽  
Teaching And Learning ◽  
Second Language Learners ◽  
International School ◽  
Reading Performance ◽  
Reading Program ◽  
Elementary Level ◽  
Extensive Reading ◽  
The Relationship

Extensive reading has been received much attention because of its benefits for second language learners. This paper aims to determine the effect of the reading hour factor on the efficiency of extensive reading process of teenage students at North America International School. The experiment was conducted so as to find out whether increasing reading hours has any impact on learners reading performance. The study implications could either announce the teachers and educators the relationship between reading hours and extensive reading or employ in teaching and learning reading extensively. Besides, the revealed findings will provide the teachers proper insights of implementing a successful extensive reading program.

scholarly journals Teaching and Learning Vocabulary: What English Language Learners Perceive to Be Effective and Ineffective Strategies

2018 ◽  
Vol 8 (1) ◽  
pp. 139
Author(s):  
Seyyed Hatam Tamimi Sa’d ◽  
Fereshte Rajabi
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Learning Strategies ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teachers ◽  
Strategy Training ◽  
Efl Learners ◽  
English Language Teachers

Vocabulary constitutes an essential part of every language-learning endeavour and deserves scholarly attention. The objective of the present study was three-fold: 1) exploring Iranian English language learners’Vocabulary Learning Strategies (VLSs), 2) examining language learners’ perceptions of vocabulary learning, and 3) exploring Iranian English language teachers’ Vocabulary Teaching Strategies (VTSs). In total, 145  intermediate learners of English as a foreign language, consisting of 114 males and 31 females aged 15 to 27, participated in the study. The triangulated data were collected using three tools: questionnaires, interviews, and class observations. Sixty-seven learners (31 females and 36 males) filled out a 56-statement questionnaire, adopted and adapted from Takač (2008) and translated into Persian. The questionnaire comprised two parts, enquiring as to the learners’ VLSs and the teachers’ VTSs. The findings indicated that females and males differed significantly in their reported VLSs and their teachers’ use of various VTSs. Additionally, 78 learners were interviewed as to their perceptions of effective and ineffective VLSs as well as VTSs. The findings revealed that the most effective VLSs were reported to be: a) reciting, repeating and listening to words, b) using words, and c) memorising words while the most effective VTSs revolved around: a) explanation, b) repetition, and c) dictation. The observations also confirmed the findings obtained via the questionnaire and interviews. In general, the findings are indicative of the limited repertoire of vocabulary acquisition techniques employed by Iranian EFL learners, hence the need for strategy training in how to acquire vocabulary. 

scholarly journals Do not give up! The importance of mistakes in the process of teaching and learning foreign languages

2018 ◽  
Vol 9 (1) ◽  
pp. 244
Author(s):  
Eduardo Dias da Silva ◽  
Romar Souza-Dias ◽  
Juscelino Francisco do Nascimento
Keyword(s):  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
Communicative Competence ◽  
Point Of View ◽  
Target Language ◽  
Foreign Languages ◽  
Learning Needs ◽  
Foreign Language Learners ◽  
Learning Programs

This paper aims to highlight the importance of errors and mistakes as an essential part in the process of teaching and learning foreign languages (FL). We understand that, while trying to produce meanings in the foreign language, learners, through some errors and mistakes, can develop the mental structures necessary for the consolidation of the target language. In this way, mistakes can e a strong tool indicator for teachers to assess and also to understand how far learners are in relation to the intended knowledge, according to objectives outlined in learning programs. The theoretical approach that orients our way of thinking is based on the point of view of some theorists, such as: Brito (2014); Corder (1967; 1985), Cavalari (2008); Richards and Rodgers (2004); Silva (2014); Simões (2007), among others. The results have demonstrated that the teacher, as a mediator of knowledge, must have a balanced attitude towards the students’ learning needs in order to help the learners to reach their best in the learning process. So, with this study, we expect that, in Teacher Education, mistakes could not be seen as something negative, but positive and necessary for the development of the student’s communicative competence.

scholarly journals The Effects of Audio- visual Recorded and Audio Recorded Listening Tasks on the Accuracy of Iranian EFL Learners’ Oral Production

2016 ◽  
Vol 9 (9) ◽  
pp. 110
Author(s):  
Pooya Drood ◽  
Hanieh Davatgari Asl
Keyword(s):  
Language Learning ◽  
Language Learners ◽  
Teaching And Learning ◽  
Control Groups ◽  
Efl Learners ◽  
Oral Production ◽  
Self Study ◽  
Teachers And Students ◽  
English Speaking ◽  
And Control

<p>The ways in which task in classrooms has developed and proceeded have receive great attention in the field of language teaching and learning in the sense that they draw attention of learners to the competing features such as accuracy, fluency, and complexity. English audiovisual and audio recorded materials have been widely used by teachers and students, and have been the important resources of teaching and self-study. Nowadays, the environment we are living in is abundant with audio visual input and we as teachers ,thus, should be aware of the fact that environment can change students’ behavior towards language and language learning .What effects do these materials have on English speaking ability? The objective of this study is to find out whether there is difference in Iranian EFL learners’ accuracy in both audiovisual recorded (videos, movies ,etc.) and audio recorded tasks. For this purpose, 40 students of intermediate level were chosen and then were randomly assigned into two experimental and control groups each of which was under different listening tasks. (Audio visual- and audio only). Data analysis showed that the group which was trained under AV listening tasks showed different effects on students’ accuracy, compared to the other group positioned using audio recorded. Based on the results of this study, it is imperative that teachers consider the types of activities and methods that can have influence over language learners’ speaking ability.</p>

scholarly journals ATTITUDE TOWARDS THE EDMODO USAGE IN LEARNING ACTIVITIES FOR ENGLISH LITERATURE STUDENTS

2020 ◽  
Vol 7 (1) ◽  
pp. 1-10
Author(s):  
Herland Franley Manalu ◽  
Diana Anggraeni ◽  
Asrul Munazar
Keyword(s):  
Online Learning ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Industrial Revolution ◽  
Teaching Method ◽  
English Literature ◽  
Learning Activities ◽  
Learning Tools ◽  
The University

The increment of concern in the use of online learning tools into English Language Teaching to adopt the Industrial Revolution 4.0 has inspired this study to examine students’ thoughts on Edmodo, as one of the online learning tools, at the English Literature department within the University of Bangka Belitung. Edmodo is used by the researchers to discuss the students’ attitude in improving their English skills. Data were collected by means of questionnaires and interview. A Likert scale questionnaire was administered and open-ended interviews were conducted to get more information from the students. Data were qualitatively and quantitatively analysed by using SPSS v.22 Software. The results reveal that the Edmodo usage is aiding students’ cooperation in small group discussions, reflecting that teaching and learning activities established on the ground of communicative teaching method were able to improve cooperation and communication, raising students’ motivation to take part and involve in various learning and also empowering them to be self-determining and be more responsible for their own learning. This study is an endeavor to attract more researchers to do further investigations on this area within the Indonesian English learners at the university level.

scholarly journals Improving Upper-intermediate EFL Learners’ Communicative Competence through Authentic Materials

2019 ◽  
Vol 9 (8) ◽  
pp. 956
Author(s):  
Mohammad Hossein Keshmirshekan
Keyword(s):  
Language Learners ◽  
Communicative Competence ◽  
Placement Test ◽  
Control Group ◽  
Authentic Materials ◽  
Efl Learners ◽  
Course Content ◽  
Foreign Language Learners ◽  
Post Test ◽  
Experimental Group

The present study aimed to investigate the effects of authentic materials on enhancing Iranian English as a foreign language learners' communicative competence. To this end, 106 upper-intermediate participants out of 136 were selected based on their performance an Oxford Placement Test (OPT) and randomly assigned to two equal groups- one experimental group and one control group. Then a pre-test was administered to assess the participants' communicative competence at the beginning of the course. Then, the experimental group received the treatment. The control group was taught the course content using the regular communicative method through which students received teacher-course from the textbook. After the treatment, the two groups took the post-test. The data analysis through paired and independent sample t-tests revealed that the experimental group outperformed the control group on the posttest. In other words, teaching authentic materials showed to have a significant effect on improving learners' communicative competence. The implications, limitations, and suggestions of this study are explained at the end of the study.

scholarly journals Strategi Komunikasi Siswa Dan Guru Kelas XI SMAN 2 Sangatta Utara Dalam Proses Pembelajaran Bahasa Indonesia

2019 ◽  
Vol 2 (1) ◽  
pp. 15-38
Author(s):  
Syawal Arifin ◽  
Masrur Yahya ◽  
Mohammad Siddik
Keyword(s):  
Teaching And Learning ◽  
Classroom Teacher ◽  
Communication Strategies ◽  
Data Retrieval ◽  
Communication Strategy ◽  
Learning Activities ◽  
Foreign Languages ◽  
Type D ◽  
Type C ◽  
Descriptive Method

The mastery of various foreign languages causes frequent obstacles in the delivery of messages to the speech partners. As a result, teachers and class XI students of SMAN 2 Sangatta Utara used various communication strategies to deal with these obstacles. This study aims to describe the communication strategies used by teachers and class XI students of SMAN 2 Sangatta Utara in the class of Indonesian Language lessons. This research was done by a descriptive method and qualitative approach. The data was collected in March to October 2017 from one classroom teacher and one class XI of grade student of SMAN 2 Sangatta Utara. Data retrieval was carried out during the teaching and learning activities in the classroom when the teacher is teaching the Indonesian language. This study uses skillful free listening techniques to collect data. The data analysis was used the flow technique, namely (1) data reduction, (2) data presentation, and (3) drawing conclusions. The validity test of the data is done by (1) persistence observations, (2) peer examination, and (3) triangulation. The results study included: (1) when communicating with classmates, students use various communication strategies namely imitation communication strategies, the use of certain body language according to the meaning of communication that they want to achieve, and the transfer awareness communication strategies. (2) communication strategies in the classroom are mostly carried out by the teacher when communicating with students. The communication strategy of students with teachers includes (a) paraphrase, (b) transfer awareness type, (c) asking for help type, (d) avoiding type and (e) imitating type.  

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals THE INVESTIGATION OF PRODUCTIVE AND RECEPTIVE COMPETENCE IN V+N AND ADJ+N COLLOCATIONS AMONG INDONESIAN EFL LEARNERS

2017 ◽  
Vol 7 (1) ◽  
pp. 189
Author(s):  
Saudin Saudin ◽  
Iis Sulyaningsih ◽  
Lina Meilinda
Keyword(s):  
Language Learners ◽  
Language Proficiency ◽  
English Learners ◽  
Native Speakers ◽  
Test Model ◽  
Efl Learners ◽  
Lexical Cohesion ◽  
Foreign Language Learners ◽  
Important Sign

The important role of collocation in learners’ language proficiency has been acknowledged widely. In Systemic Functional Linguistics (SFL), collocation is known as one prominent member of the super-ordinate lexical cohesion, which contributes significantly to the textual coherence, together with grammatical cohesion and structural cohesion (Halliday & Hasan, 1985). Collocation is also viewed as the hallmark of truly advanced English learners since the higher the learners’ proficiency is, the more they tend to use collocation (Bazzaz & Samad, 2011; Hsu, 2007; Zhang, 1993). Further, knowledge of collocation is regarded as part of the native speakers’ communicative competence (Bazzaz & Samad, 2011); and lack of the knowledge is the most important sign of foreignness among foreign language learners (McArthur, 1992; McCarthy, 1990). Taking the importance of collocation into account, this study is aimed to shed light on Indonesian EFL learners’ levels of collocational competence. In the study, the collocational competence is restricted to v+n and adj+n of collocation but broken down into productive and receptive competence, about which little work has been done (Henriksen, 2013). For this purpose, 49 second-year students of an English department in a state polytechnic were chosen as the subjects. Two sets of tests (filling in the blanks and multiple-choice) were administered to obtain the data of the subjects’ levels of productive and receptive competence and to gain information of which type was more problematic for the learners. The test instruments were designed by referring to Brashi’s (2006) test model, and Koya’s (2003). In the analysis of the data, interpretive-qualitative method was used primarily to obtain broad explanatory information. The data analysis showed that the scores of productive competence were lower than those of receptive competence in both v+n and adj+n collocation. The analysis also revealed that the scores of productive and receptive competence in v+n collocation were higher than those of productive and receptive competence in adj+n collocation. The finding comes as a surprise since it turns out adj+n collocation is more problematic than v+n collocation both productively and receptively. Much research, by contrast, has reported that mistakes in v+n collocation are typical (Al-Zahrani, 1998; Nesselhauf, 2003; Liu, 1999; Sun, 2004). A conclusion has even been drawn that “v+n collocation is more difficult than adj+n collocation” (Kuo, 2009, p. 148). Though more studies are needed to support its finding, this research suggests the type of collocation deserve to get more attention from researchers.

Sign in / Sign up

Export Citation Format

Share Document