scholarly journals Implementing Comic in Learning English Vocabulary in Pharmacy Students of STIKes Buleleng

2020 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Kadek Devy Marleni ◽  
Putu Windi Ridayanti ◽  
Ni Nyoman Ari Ratnadi
Keyword(s):  
Foreign Language ◽  
Adult Students ◽  
Learning Process ◽  
English Language ◽  
Teaching Strategy ◽  
Pharmacy Students ◽  
Teaching English ◽  
The Media ◽  
Teaching Learning ◽  
Learning English

The success of the teaching-learning process is not only supported by the students but also by the teacher as central learning. In this case, students and teachers have an equally important role. The students will be enthusiastic in learning when they have good teachers in transfer information, material, and knowledge. Teaching English as a foreign language to adult students is not essay job to do. It needs kinds of strategies in teaching and method to transform knowledge into them. It is because English is difficult and not an essay to be learned for them. English language as a foreign language has so many challenges to be faced when learned it. Many factors showed that English is difficult to be learned by students at a higher level such as they are lack vocabulary, confusing to express their ideas, lazy to practice English, bored in teaching strategy, or media that lecture used. In this situation, the lecture should choose appropriate media, strategy, or method when teaching. And one of the media can be used is comic. Comics are a series of pictures that contain images and balloons to write a story. This research showed that learning by implementing comics was so significant to improve students’ willingness in learning vocabulary. It prof by the increasing mark of students in English objects, the present list was always full and the atmosphere of the classroom is so lively. The class was always happy, enthusiastic, and comfortable to follow the lesson.

scholarly journals ՎԱՐԺՈՒԹՅՈՒՆՆԵՐԻ ԿԻՐԱՌՈՒՄԸ ԱՆԳԼԵՐԵՆԻ՝ ՈՐՊԵՍ 3-ՐԴ ՕՏԱՐ ԼԵԶՎԻ ՈՒՍՈՒՑՄԱՆ ԳՈՐԾԸՆԹԱՑՈՒՄ / USE OF EXERCISES IN TEACHING/LEARNING ENGLISH AS A THIRD FOREIGN LANGUAGE

2021 ◽  
pp. 117-127
Author(s):  
SIRANUSH GHAZARYAN
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Mother Tongue ◽  
Foreign Languages ◽  
Educational Institutions ◽  
Teaching English ◽  
Negative Interference ◽  
The Republic ◽  
Teaching Learning ◽  
Learning English

The article touches upon the problems of teaching English as a third foreign language in higher educational institutions of the Republic of Armenia. The students’ mother tongue, in this case, is Armenian. Russian is the first foreign language and French is the second one. Considering the fact that the students’ 2nd (French) and 3rd (English) foreign languages have significant similarities that can cause both positive transfer and negative interference, the teaching/learning process of English should be organized by paying special attention to the similarities and taking into account certain peculiarities. Accordingly, the use of correctly selected exercises can help in organizing the teaching/learning process more quickly and effectively. The author also introduces some “dangerous” language phenomena that may bring about undesirable interference in learning English after French. In addition, a number of exercise samples are provided that might be used to develop the students’ lexical, grammatical and phonological competences in teaching/learning English as a third foreign language.

GRAMMATICAL CATEGORIES OF VERBS IN ENGLISH AND ALBANIAN

2018 ◽  
Vol 28 (7) ◽  
pp. 2245-2249
Author(s):  
Suzana Ejupi ◽  
Lindita Skenderi
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Target Language ◽  
Part Of Speech ◽  
Grammatical Categories ◽  
Learning English

Working with English learners for many years, gives you the opportunity to encounter linguistic obstacles that they face while learning English language as a foreign language. Additionally, teaching for 13 years and observing the learning process, it enables you to recognize the students’ needs and at the same time, detect linguistic mistakes that they make, while practicing the target language. During my experience as a teacher, in terms of teaching and learning verbs in general and its grammatical categories in specific, it is noticed that Albanian learners find it relatively difficult the correct use of verbs in context and even more confusing the equivalent use of verbs in Albanian. Since verbs present an important part of speech, this study aims to investigate several differences and similarities between grammatical categories of verbs in English and Albanian. As a result, the Albanian learners of English language will be able to identify some of the major differences and similarities between the grammatical categories of verbs in English and Albanian; overcome the usual mistakes; gain the necessary knowledge regarding verbs and use them properly in English and Albanian.

scholarly journals Aprendizagem sem distância: tecnologia digital móvel no ensino de língua inglesa

2015 ◽  
Vol 8 (1) ◽  
pp. 39-50 ◽  
Author(s):  
Carlos Fabiano De Souza
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Interactions ◽  
Mobile Devices ◽  
Mobile Technology ◽  
Learning Process ◽  
English Language ◽  
Current Scenario ◽  
Education Tool ◽  
Teaching Learning

RESUMO: Este trabalho visa fomentar uma discussão acerca do uso da tecnologia digital móvel enquanto componente de apoio ao processo de ensino-aprendizagem de língua inglesa, sobretudo em ambiente extraclasse. Pode-se dizer que o uso desse tipo de tecnologia como ferramenta educacional vai ao encontro do cenário atual, no qual tem havido um grande investimento em dispositivos móveis, o que nos leva a nos depararmos cada vez mais com educandos da Geração Digital – que fazem uso constante desses aparatos. Em outras palavras, os dispositivos móveis têm feito cada vez mais parte de nossas interações sociais e, em virtude da grande demanda, tem crescido substancialmente o número de aplicativos não só pagos, mas também disponibilizados para download grátis, que podem ser utilizados com o intuito de favorecer o aprendizado de línguas. Dessa maneira, apresentamos alguns aspectos relevantes quanto ao uso da tecnologia digital móvel no ensino de inglês, levando, sobremaneira, em consideração a sua finalidade pedagógica. Espera-se que os exemplos propostos possam vir a nortear futuras ideias de adoção de projetos educacionais que envolvam o uso de componentes tecnológicos dessa natureza em aulas de língua estrangeira/adicional.PALAVRAS-CHAVE: Tecnologia digital móvel. Ensino-aprendizagem de língua estrangeira. Língua inglesa.ABSTRACT: This work aims at promoting a discussion about the use of digital mobile technology as a component to support the teaching-learning process of English language, especially within extracurricular environments. We may say that the use of this kind of technology as an education tool suits the current scenario, in which there has been much investment in mobile devices, leading us to deal more and more with students from the Digital Generation, who use these apparatuses constantly. In other words, mobile devices have made even more part of our social interactions and due to their large demand, not only has it increased substantially the number of payable apps, but also the availability of the ones downloaded for free so as to favor the language learning. Thus, we will present some relevant aspects about the use of digital mobile technology in the teaching of English taking, primarily, into account their pedagogical purpose. It is expected that the examples proposed might guide future ideas of adopting educational projects which have to do with the use of technological components of this nature in foreign/additional language lessons.KEYWORDS: Digital mobile technology. Teaching-learning of foreign language. English language.

scholarly journals The Use of Cue Card in Cooperative Learning for Teaching Vocabulary

2019 ◽  
Vol 8 (2) ◽  
pp. 128-135
Author(s):  
Parmi Parmi
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Document Analysis ◽  
Learning Method ◽  
Grade Student ◽  
Teaching English ◽  
Case Research ◽  
The Subject ◽  
Teaching Learning ◽  
Learning English

Vocabulary is the basic of English that is very important and difficult to master. Vocabulary will help students to master the four skills of language. Therefore, teacher have to make creative and interesting a way for teaching vocabulary.This study concern about how cue card and cooperative learning is used for teaching vocabulary. This study focused on theuse cue card as learning media and cooperative learning as learning method. The subject of this study was seven grade student of SMP N 41 Semarang. The aim of this study was to describe the implementation of cue card with cooperative learning in teaching vocabulary to the students in the classroom. This study was a qualitative case research. The observation, questionnaire, interview, and document analysis was used to collect the data. The questionnaire was given at the end of the study. The observation sheet used to monitor the students and teacher’s activities during the teaching learning process. The intrview was done at the end of the meeting.Based on the result, the researcher concluded that the use of cue card for teaching English vocabulary is interesting, effective, efficient, and arffordable. In addition, cooperative learning was helpfull to increase the student’s confidence.   Keywords: Cue Card, Cooperative Learning, English Vocabulary

English Language Teaching Approaches: A Comparison of the Grammar-translation, Audiolingual, Communicative, and Natural Approaches

2017 ◽  
Vol 7 (11) ◽  
pp. 965
Author(s):  
Jessenia A. Matamoros-González ◽  
María Asunción Rojas ◽  
Johanna Pizarro Romero ◽  
Sara Vera-Quiñonez ◽  
Sandy T. Soto
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
English Language ◽  
Mother Tongue ◽  
Visual Representation ◽  
English Language Teaching ◽  
Teaching Approaches ◽  
Teaching Learning

This work compares four of the most widely used teaching approaches in foreign language contexts; Grammar-Translation, Audiolingual, Communicative, and Natural Approaches. For the comparison, seven features were considered; supporting theories, creation purpose, materials and techniques used, and the roles of teachers, students, and students´ mother tongue in the teaching-learning process. A checklist was created to provide a visual representation of the characterization of the features compared in each approach. Several texts and articles were reviewed to be accurate in the characterization of the information. The results show that the characteristics of each approach were determined for the epoch in which they were proposed and promoted. Some characteristics such as the use of books overlapped all approaches compared in this work; others were unique to certain approaches, supporting theories, for instance; and, others were common in two or three approaches, as in the case of the use of conversations and the role of learners as active learners, to cite some examples.

scholarly journals Non-Language-Major Students' Autonomy in Learning English in Vietnam

2020 ◽  
Author(s):  
Cam Thi Ngoc Nguyen ◽  
Tu Thi Nguyen
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Research Method ◽  
Quantitative Research ◽  
English Language ◽  
Descriptive Statistics ◽  
Ho Chi Minh City ◽  
English Learning ◽  
The Past ◽  
Learning English

The English language is one of the international languages used for communication and learning worldwide. In Vietnam, English is taught as a second language in schools from elementary to advanced levels. In learning a certain foreign language, the autonomy of learners has become a vital subject for the past 30 years. This research surveys the autonomy of non-language-major-students in learning English in Ho Chi Minh City University of Education. The quantitative research method uses descriptive statistics and T-test. A group of 258 students (61 males and 197 females) took part in answering two questionnaires on learners' autonomy in learning English and the roles of lecturers and students in developing learner-autonomy in learning English. The results showed that the students were not familiar with the term learning autonomy. However, students were aware that they played a fundamental role in improving this ability. They also believed that the lecturers determined their English learning process. Thence, we propose solutions for the non-language-majors to improve their autonomy in learning English.

scholarly journals Communicative-Analytic Method in Teaching English to Adults at Commercial English Schools and Centers in Ukraine

2015 ◽  
Vol 65 ◽  
pp. 16-26 ◽  
Author(s):  
Oleg Tarnopolsky
Keyword(s):  
Language Acquisition ◽  
Language Learning ◽  
Adult Students ◽  
Teaching And Learning ◽  
English Language ◽  
Adult Population ◽  
Language Education ◽  
Teaching English ◽  
Language Schools ◽  
Teaching Learning

The growing use of English as the language of global communication leads to the growing demand for learning it among adult population of non-English-speaking countries. If such people did not have a chance of acquiring English during their school or university years but urgently need it for professional or personal purposes, they learn it in courses offered by numerous commercial language schools and centers. This article deals with the experience of teaching English at such schools and centers in Ukraine. The way of teaching and learning suggested in the article was developed to meet students’ expectations and, at the same time, to be in full accordance with the most cutting edge achievements in today’s approaches to organizing adult students’ successful language acquisition. The developed method of teaching/learning was called the communicative-analytic one since, on the one hand, it makes use of the best in communicative language learning required for optimal attainment of the final goal of language education for adults – developing their English communicative competence. On the other hand, the communicative approach is combined with learners’ analysis, practicing, and consciousness-raising as to separate language forms that students believe to be indispensable for language acquisition. Experiential learning activities and cultural orientation of the method are discussed, as well as some peculiarities of using it in courses of different levels within a commercial English language program.

scholarly journals Learning Speaking Using Flash Cardboard: English as a Foreign Language Students’ Perception

2020 ◽  
Vol 5 (1) ◽  
pp. 120
Author(s):  
Siti Wulan Asih ◽  
Ida Rahmah Andansari ◽  
Ely Widayati ◽  
Didik Murwantono
Keyword(s):  
Foreign Language ◽  
Learning Process ◽  
Language Skills ◽  
Phenomenological Research ◽  
The Other ◽  
Target Language ◽  
Structured Interviews ◽  
Efl Students ◽  
The Media ◽  
Learning English

Flash cardboard is one of the media used for speaking, especially in storytelling. Teaching by using media is very necessary for learning because it greatly influences the results of the learning process. This research wants to know English as a Foreign Language (EFL) students’ perception after they learned storytelling using flash cardboard as a media. This was phenomenological research. This research used semi-structured interviews with some students who used flash cardboard in learning storytelling. Purposive sampling was used in this research. The result shows that the student got positive impacts facilitated by the flash cardboard media, they became more confident in speaking in front of the class, they were not involved because flash cardboard helped them, students also supported speaking fluently, they can produce more than 190 words per minute (wpm) but not necessarily perfect command of intonation, vocabulary, and grammar. By using flash cardboard as the media, the media can be an alternative method in learning English specifically speaking class because it forces students to speak (really make them speak) following the target language. In the end, it can also be concluded that learning English using flash cardboard media can improve students' language skills and speaking skills. The students maintain their ability in speaking smoothly not necessarily perfect command of intonation, vocabulary, and of course the grammar. The recommendation for further study is the other researchers can add the respondents with another English skill.

scholarly journals Evaluation of ELLIS Program at SMP Bopkri 3 Yogyakarta Based on CIPP Model

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Pranesti Widhi Hapsari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Evaluation Research ◽  
English Teaching ◽  
Cipp Model ◽  
Collection Data ◽  
Teaching Learning ◽  
Learning English

This research aimed to describe the evaluation of ELLIS (English Language Learning and Instruction System) Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta in terms of the context, input, process, and product aspects.This research is an evaluation research employing CIPP model by Stufflebeam (2010). The data were collected through observation, open questionnaires, and interviews and were analyzed using Miles, Huberman and Saldana’s flow model of qualitative data research which included data collection, data condensation, data display and conclusion drawing.The findings revealed that the evaluation of ELLIS Program in English teaching and learning process in SMP Bopkri 3 Yogyakarta related to the process of context was in line with the objective of the program that is improving the students’ English skills and the program can support the English teaching-learning process. In term of input, the program is appropriate according to the required standard for good teaching learning English, this program is supported by the school’s entire component, the facilities of the teaching-learning process is completed, the material in ELLIS program can apply consecutively to be able to improve students’ English skill. On the process of teaching and learning has appropriated, the schedules of ELLIS program is held correctly and on time, every meeting the teacher always use ELLIS, the procedures and activities ELLIS program are implemented correctly, the students always participate actively during the learning process, the students more interested in learning English. Dealing with product the students more understand, easier in catching the material and more comfortable in taking part of the learning process, they feel happy and feel that their ability in learning English increase, the students’ English skill can improve successfully, the students can communicate with the teacher and their other friends in English correctly, the aim of this program can hold successfully. Between 250-300 words; must focus on: aims of the study, methods, findings, conclusions, and implications.

scholarly journals THE NURSING STUDENTS NEED OF LEARNING MEDIA FOR LEARNING ENGLISH

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 33
Author(s):  
Desi Rochmawati
Keyword(s):  
Qualitative Research ◽  
Nursing Students ◽  
English Language ◽  
Skill Learning ◽  
Digital Learning ◽  
Speaking Skill ◽  
The Media ◽  
English Speaking ◽  
Teaching Learning ◽  
Learning English

English language is frequently taught in Indonesian vocational college such as in Nursing Department. It is such a challenge for the students and the lecturer as well due to the tight schedule. The students need more exposures in English language, but the English course so far is only taught conventionally in the classroom once in a week for 2 semesters. The students need to fulfill certain competence in English in effective ways, one of the competence is English speaking skill.  Learning speaking needs more effective methods. The methods could be in the form of the media used in teaching learning process. Besides, English speaking skill was so urgent for the students both in academic affair and professionalism. This study, therefore, observes the students’ need of learning media for learning English speaking. This was a qualitative research by conducting a syllabus investigation, interview, and questionnaire to collect the qualitative research data. The quantitative data was also conducted through delivering questionnaires to add the meaning of the qualitative data. This study revealed the kinds of learning media that the students need in learning English speaking skills that would also help them easily get the English courses exposures. The appropriate learning media for learning English speaking was a mobile learning media which has portability and high connectivity. It was a kind digital learning media that can be accessed at anytime and anywhere, installed in their smartphones which consisted of some speaking activities and their supporting activities.

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