scholarly journals Investigating Terminologies in Teaching Literature: A Corpus Study

2021 ◽  
Vol 6 (2) ◽  
pp. 198
Author(s):  
Agista Nidya Wardani ◽  
Adityo Adityo
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
English Literature ◽  
Language Education ◽  
Holocaust Literature ◽  
English Language Education ◽  
Teaching Literature ◽  
Corpus Study ◽  
Significant Difference

<p>Regarding the literature subjects provided by the English Language Education Department, University of Muhammadiyah Malang, some students conduct researches on literature in their thesis. They find difficulties in doing the research as lacking of experience in discussing the thing and lacking vocabulary in describing terminologies. This research was designed to help the students whose major is English Education to maintain their study, especially on teaching English literature by finding out the terminologies in teaching literature books in terms of their frequency, example of their use, and meaning (in context). The objects of this research are <em>Teaching and Learning English Literature</em> by Ellie Chambers and Marshall Gregory, and <em>Teaching Holocaust Literature and Film</em> by Robert Eaglestone and Barry Langfor (Ed.) talking about teaching literature. The research method is document analysis. In number, there is no significant difference between them. No literary terminology that is more than 250 words. Beside, since they talk the same scope, the meanings of the terminologies are the same. Further, both present different use of terminologies. In some sentences, the terminologies are used to explain something closer to literature, yet in some other sentences, the terminologies are used to describe or explain the things related to teaching literature.</p>

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

English Education Reform in Asian Countries

2021 ◽  
Author(s):  
Wenyang Sun ◽  
Xue Lan Rong
Keyword(s):  
Education Reform ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Asian Countries ◽  
Education Policies ◽  
English Language Education ◽  
Rapid Urbanization ◽  
The Status ◽  
Globalized World

Language education is becoming an increasingly important topic in education in Asian countries, especially as schools in Asian countries have become more multilingual and multicultural as a result of rapid urbanization and globalization. A comparative analysis of the issues in language education reform in Asian countries—using China, India, Japan, South Korea, and Singapore as examples—shows that, historically and currently, English language education policies are shaped by various underpinning ideologies such as linguicism, nationalism, and neoliberalism. English can serve as a vehicle for upward socioeconomic mobility, or an instrument of linguistic imperialism, or both, in Asia contexts. These ideologies, through language education policies and reforms, impact the status as well as the pedagogy and promotion of the English language. There is a trend and a need with regard to addressing critical consciousness in English education in order to counter the forces of linguicism and neoliberalism in an increasingly multilingual, multicultural, and globalized world.

‘All the world’s a stage’ – Shakespeare in English Language Education

2021 ◽  
Keyword(s):  
William Shakespeare ◽  
Cultural Studies ◽  
Cultural Identity ◽  
English Language ◽  
Language Education ◽  
English Language Education ◽  
Teaching Literature ◽  
Efl Learners ◽  
Anglophone Literature

If asked about which writer they associate with Anglophone literature, most students might come up with William Shakespeare, who has also become an integral part of British cultural identity. As a matter of fact, his works keep delighting audiences worldwide. However, EFL learners might struggle with the complexity and ambiguity of his plays and poetry. This anthology provides perspectives of how to read and teach Shakespeare. Thereby, it focusses on a variety of texts worth implementing in teaching units. The articles take the perspective of literary and cultural studies as base and aim at interconnecting it to major con-cepts and theories of teaching literature and culture and provides ideas of how to actively teach Shakespeare in class. With contributions by Alina Dresen, Julia Falter, Jessie-May Franken, Sophie Gnech, Svenja Harzem, Michelle Hausschild, Christina Kattwinkel, Ruth Kühsel, Dr. Imke Lichterfeld, Milena Niesen, Rahel Ovesiek, Daniel Schönbauer, Alina Tary, Sofia Ullah, Daniel Voges und Bernadette von Tongelen.

scholarly journals The hidden curriculum of work in English language education

AILA Review ◽  
2019 ◽  
Vol 32 ◽  
pp. 36-63 ◽  
Author(s):  
Peter Sayer
Keyword(s):  
Public School ◽  
Teaching And Learning ◽  
English Language ◽  
Hidden Curriculum ◽  
English Education ◽  
Language Education ◽  
Education Programme ◽  
School Students ◽  
Public School Students ◽  
Early English

Abstract There has been a rapid global expansion of English instruction in the early grades in public school curricula. Particularly in so-called developing countries, the increase of and its shift from exclusively private to public education is linked to the idea that acquiring English promotes personal, social, and economic development. The author takes one case of a recent early English program, the national program in Mexico, and argues that it is a representative case of a language education programme and policy organized around neoliberal principles. The policy’s stated goal is to address issues of access and equity for public school students; however, findings indicate that the actual processes of teaching and learning at the classroom level remain highly stratified across social class lines. An analysis of English lessons in schools at different points on the socioeconomic spectrum illustrates that instruction is preparing children with certain types of skills and dispositions congruent to their class position and revealing the hidden curriculum of work in early English education.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

scholarly journals Looking at the Shared Conception of Teaching Literature in an Indonesian ELT Setting

2018 ◽  
Vol 9 (2) ◽  
pp. 316 ◽  
Author(s):  
Sunardi Sunardi ◽  
Mansur Akil ◽  
Burhanuddin Arafah ◽  
Kisman Salija
Keyword(s):  
Best Practice ◽  
English Language ◽  
English Education ◽  
English Literature ◽  
Subject Matter Knowledge ◽  
Phenomenological Method ◽  
Teaching Literature ◽  
Motivation To Read ◽  
Conception Of Teaching ◽  
Literacy Educators

This paper uses the Interpretative Phenomenological Method to examine the conceptions that English literature teachers (ELITES) share about literature courses and teaching. The study investigated the experiences of four ELITES who taught literature classes at English education base faculties in three universities in Indonesia. These teachers were interviewed and observed in relation to their subject-matter knowledge in literature, their methods of teaching, their roles and the extent of their students’ learning. The findings suggest two main themes: (1) ELITES view literature courses as one of the means of learning a language rather than as a "study" in its own right, together with holding a teacher-centered approach; and (2) ELITES’ experienced relational conflicts with their students because of the students’ perceived deficiencies in understanding literature, their lack of interest in reading and discussing literary works, their lack of motivation to read and appreciate literature, and their deficiencies in English language. Achieving a greater understanding of the experiences of teachers’ conception of teaching literature can improve and influence best practice and possibly improve students’ learning. The findings of the study have implications for teacher education departments, literacy educators, literary scholars and pre-service educators.

scholarly journals |Vol. 6| No. 1|Year 2019

2019 ◽  
Vol 6 (1) ◽  
pp. 188-192
Author(s):  
Editorial Team
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
English Education ◽  
Language Teaching ◽  
Language Education ◽  
English Language Teaching ◽  
Multilingual Education ◽  
Learning Language ◽  
Language Teaching And Learning

Edukasi: Jurnal Pendidikan dan Pengajaran provides a vital forum for exchanging ideas in order to enrich the theories and practices of English education in Indonesia and across the globe. The journal focuses, but not limited to, on the following topics: English language teaching, language teaching and learning, language teaching methodologies, pedagogical techniques, teaching and curricular practices, curriculum development and teaching methods, program, syllabus, and materials design, second and foreign language teaching and learning, language education, teacher education and professional development, teacher training, cross-cultural studies, bilingual and multilingual education, translation, language teaching for specific purposes, new technologies in language teaching, and testing and evaluation. It provides an academic platform for teachers, lecturers, and researchers to contribute innovative work in the field.

scholarly journals The application of Swales’ model in writing a research article introduction

2014 ◽  
Vol 1 (1) ◽  
pp. 29
Author(s):  
Burhanuddin Yasin ◽  
Hijjatul Qamariah
Keyword(s):  
English Language ◽  
Graduate Program ◽  
English Education ◽  
Language Education ◽  
Research Writing ◽  
English Language Education ◽  
Research Article ◽  
Education Journal ◽  
Professional Writers ◽  
Do So

This research attempts to suggest an alternative solution for writers in general and graduate students in particular in writing a proper research article introduction. In order to do so, the authors explored how the Swales’ model is applied in writing a research article introduction. The exploration was approached through a library study on the Swales model application. Some previous studies applying Swales Model were gathered and categorized into three categories − application of Swales model on different types of genre besides the research article introduction, different discipline or field and the last is the application of Swales’ on the research article introduction across languages. Another three articles written by professional writers were also collected as samples of introductions that have successfully presented three obligatory moves – establishing a territory (Move 1), establishing a niche (Move 2) and occupying the niche or presenting the present work (Move 3) − proposed by Swales’ model. Those introductions were segmented into those three moves and analyzed based on a communication purpose in every step derived from each move. In order to add more comprehension about the model, an analysis was also conducted on introductions for seven articles in the English Education Journal (EEJ) published by the Graduate Program in English Language Education at Syiah Kuala University. The purpose of the analysis was to show the differences in structure of introductions organized without following the CARS Swales model. Conclusions are that the CARS Swales model is relevant for the teaching of introductions for research writing and it can be a guideline to teach students the moves and steps of this model for communication purposes.

scholarly journals Rethinking Global Jinzai Policy: Exploring University Students’ Attitudes

2020 ◽  
Vol 2019 (1) ◽  
pp. 160
Author(s):  
Beni Kudo ◽  
Giancarla Unser-Schutz
Keyword(s):  
University Students ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Private University ◽  
Educational Policies ◽  
Education Policies ◽  
English Language Education ◽  
Students Attitudes

Discussions on English education policies often focus on their reception by teachers. However, this can overlook what students think about policy, and students’ support of policies may be crucial to their success. This is especially relevant to English education at universities, given the autonomy that university students have. To understand what students think about policies, a survey on certain aspects of Japanese educational policies and English language education was conducted at a private university. The survey focused on students’ attitudes towards guroubaru jinzai or global workers, a buzzword in Japanese EFL policies. Overall, students reported interest in becoming global workers, but they did not feel that this was realistic for themselves. This suggests that to gain the support necessary from students for their own cultivation as global workers in line with current EFL policies, it may be necessary to show the relevance to their own lives, from their own perspectives. 文科省の英語教育におけるポリシーの１つは「グローバル人材育成」であるが、大学英語教育では、学習に対する学生の主体的な意識や態度が重要である。中堅大学の学生を対象とした調査の結果、彼らは「国際的に活躍することが現代社会で求められている」と認識している一方、「そのような人材になることは自分にとって現実的ではない」と考えていることが分かった。理由の１つは「英語に対する自信のなさ」であるが、同時に「英語学習」には興味を持つ学生も多かった。「グローバル人材の必要性の認識」と「英語学習に対する興味」を利用することで、中堅大学の学生にとっても文科省のポリシーの実現が可能であると考えられる。

scholarly journals THE APPLICATION OF THINK-PAIR-SHARE STRATEGY IN IMPROVING STUDENTS’ SPEAKING ABILITY

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Supraba Ardhy
Keyword(s):  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Nonparametric Test ◽  
English Language Education ◽  
Study Program ◽  
Training And Education ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aims of this research were to find out (1) the extent to which Think-Pair-Share strategy improves speaking ability of the fourth semester students of Cokroaminoto Palopo University; (2) the students’ perceptions on the application of Think-Pair-Share strategy in speaking activities. This research was carried out in the fourth semester students of English Language Education Study Program, Faculty of Teacher Training and Education, Cokroaminoto Palopo University. The method used was quasi-experimental research with pre-test, ten meetings of treatment, and post-test. The sample was selected through purposive sampling technique. The data were collected through speaking test, questionnaire, and recorder instruments, and were analyzed with nonparametric test and frequency test. The result of Mann-Whitney U test and the students’ score on post-test was p < 0.05. It means that, there is a significant difference between the students taught with Think-Pair-Share strategy and without Think-Pair-Share strategy. The mean score of experimental group on pretest was 2.16, and increased to be 4.02 on posttest. The analysis of questionnaire indicated that the students’ perceptions on the application of Think-Pair-Share strategy were very positive. Thus, it can be concluded that the application of Think-Pair-Share strategy could significantly improve the students’ speaking ability.

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