scholarly journals The Integration of Social Skills in Teaching Speaking to Undergraduate English Language Teaching Students

2017 ◽  
Vol 4 (1) ◽  
pp. 1
Author(s):  
Rusdiah Rusdiah
Keyword(s):  
Social Skills ◽  
Nonverbal Communication ◽  
Creative Thinking ◽  
English Language ◽  
Language Teaching ◽  
Participant Observation ◽  
English Language Teaching ◽  
Self Confidence ◽  
Qualitative Research Design ◽  
Group Consultation

This study aimed at identifying (1) The social skills. (2) The ways of the lecturer’s social skills in teaching speaking. This research employed a descriptive qualitative research design. The instrument of this study involved interview, passive participant observation, and documentation. The subject of this research is the lecturer who teaches speaking and the fourth year students at undergraduate English language teaching students in Universitas Sulawesi Barat. The result of this study showed that there were eighteen social skills that lecturer integrated in teaching speaking both in verbal and nonverbal communication, namely; integrity, diligence, courage, responsibility, religiosity, discipline, creative thinking, curiosity, hard working, self-reliance, problem solving, critical thinking, communication skills, self confidence, decision making, collaborative working/cooperative, respect, and, caring. The ways of lecturer social skills integration in teaching speaking is by verbal and nonverbal communication. In verbal communication are by saying greeting when entering the class, praying before starting and ending the class, taking the register, giving advice to motivate students to study, calling on students by name when talking to them, responding to students reasons for being late, giving feedback to students, asking students to tell their most impressive learning English experience, inserting humor in teaching, telling students his personal experience, allowing students to have individual group consultation, allowing students to call him by his first name, asking students how they feel about their lesson and assignment given, and, using terms like “we” and “us” to refer to the class. Meanwhile, in nonverbal communication are by starting and ending the lesson on time, being enthusiastic in teaching, looking at the class while teaching, looking at the class while teaching, using gesture while talking to the class, using vocal variety, smiling at class while talking, dressing neatly, having a relaxed body posture while talking to the class, having eye contact when calling on a students’ name, nodding along students’ responses, coming closer to the students when lecturing, walking from back to the front and side-to-side between rows when teaching (moving around the class when teaching), looking very little at board or notes while talking to the class, and shaking hands with students.                    Key words: social skills, speaking, undergraduate English language teaching students 

scholarly journals Lecturers' Attitudes towards English Varieties Exposure in Indonesia

2019 ◽  
Vol 10 (2) ◽  
pp. 163-173
Author(s):  
Alfan Hariri ◽  
Ahmad Munir ◽  
Syafiul Anam
Keyword(s):  
Qualitative Research ◽  
Research Design ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
State University ◽  
Qualitative Research Design

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

scholarly journals Learner Autonomy Practices in English Language Teaching in EFL Context

2019 ◽  
Vol 1 ◽  
pp. 53-61
Author(s):  
Jagadish Paudel
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
Learner Autonomy ◽  
English Language Teaching ◽  
Qualitative Research Design ◽  
Taking Charge ◽  
The One ◽  
Language Teaching And Learning

Einstein says “I never teach my students. I simply provide the situations in which they can learn”. In line with this saying the learner autonomy (LA) approach provides learners with situations where they can learn independently in their own pace. This learner centered approach to teaching, emerged during the 1980s, aims at empowering learners by transforming responsibilities to them. This study aimed at exploring the practice level scenario of LA in English language teaching and learning. To this end, I employed the qualitative research design i.e. I observed teachers’ classes and conducted Focus Group Discussion (FGD) with the students. The information elicited from participants was transcribed, codified, categorized and finally themes were generated. The study revealed that, though the teachers and the students were affirmative towards LA, in a real sense, the majority of them did not adopt in English language teaching and learning. The classroom ritual is still teacher oriented. On the one hand, the teachers are still in the cockpit of pedagogy without providing any agency for the students. On the other hand, students' readiness for bearing responsibility of their learning was found weak. They preferred attachment to teachers without taking charge of learning.

scholarly journals DESIGNING AFFECTIVE INSTRUMENT BASED ON SCIENTIFIC APPROACH FOR ENGLISH LANGUAGE LEARNING

2018 ◽  
Vol 42 ◽  
pp. 00068
Author(s):  
Ira Maisarah ◽  
M. Zaim ◽  
Hermawati Syarif ◽  
Alwen Bentri
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Self Confidence ◽  
Scientific Approach ◽  
Affective Assessment ◽  
Addie Model ◽  
Affective Taxonomy

This research was describing the designing of instrument for affective assessment in English language teaching. The focus of the designing was only for observation sheet that will be used by English teachers during the teaching and learning process. The instrument was designed based on scientific approach that has five stages namely observing, questioning, experimenting, associating, and communicating. In the designing process, ADDIE Model was used as the method of research. The designing of instrument was considering the gap between the reality and the teachers’ need. The result showed that the designing was also notice to the affective taxonomy such as receiving, responding, valuing, organization, and characterization. Then, three key words were used as the indicator to show the five levels of affective taxonomy such as seriously, volunteer, and without asked by teacher. Furthermore, eighteen types of affective such as religious, honesty, responsible, discipline, hard work, self confidence, logical thinking, critical thinking, creative, innovative, independent, curiosity, love knowledge, respect, polite, democracy, emotional intelligence, and pluralist were put on each stage of scientific approach. So, it is hoped that can be implemented in all of context of English language teaching at schools and can assess the students’ affective comprehensively.

scholarly journals Students’ perspectives on technology integration in ELT

2019 ◽  
Vol 24 (1-2) ◽  
pp. 95-106
Author(s):  
Renu Singh
Keyword(s):  
Technology Integration ◽  
Secondary Schools ◽  
Language Proficiency ◽  
English Language ◽  
Language Teaching ◽  
Group Discussion ◽  
English Language Teaching ◽  
Pedagogical Practices ◽  
Qualitative Research Design ◽  
Ict Infrastructure

Technology integration in English language teaching (ELT) has changed the mode of classroom instruction at school. The use of modern technologies at public secondary schools within Nepal is a big challenge. This study explores students ‘perspectives on technology integration in English language teaching at public secondary schools in Nepal. The study was framed under qualitative research design that used focus group discussion to gather data from the six groups of students in the Kathmandu valley. The thematic analysis of their views under different categories revealed that the ELT with technology integration is a dire need for developing students’ language proficiency. Additionally, the results show that the learners of English as a foreign language (EFL) are aware of the advantages of teaching with technology but the insufficient ICT infrastructure at school and the lack of EFL teachers’ professional skills and knowledge of integrating technology into their daily pedagogical practices are main obstacles of technology integration. The study points out implications for ELT practitioners, researchers, policy makers of ICT in education along with stakeholders.

scholarly journals Engaging Blind Student in English Translation Class: A Report on Differentiated Instruction Implementation

2021 ◽  
Vol 4 (1) ◽  
pp. 19-36
Author(s):  
Braja Perkasa Bimantoro ◽  
◽  
Alies Poetri Lintangsari ◽  
Destina Wulandari ◽  
◽  
...  
Keyword(s):  
Special Needs ◽  
Differentiated Instruction ◽  
Inclusive Education ◽  
English Translation ◽  
Teaching Practices ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Students With Special Needs ◽  
Qualitative Research Design

English Language Teaching practices in Indonesia have challenged the diversity including cultural background, values, customs, beliefs as well as the disability. As Indonesia ratified CRPD (Convention on the Rights of People with Disabilities) and passed the Education ministry number 46 of 2017 about special support for students with special needs, the inclusion of students with disability in higher education is increasing. Implementing differentiated instruction for Inclusive education in English language teaching practices is one of the strategies to fulfill and accommodate students with special needs. This research aims at reporting the implementation of differentiated instruction to increase the engagement of students with visual disabilities in learning English in mainstream class. The participant is a totally blind student who attended English translation class. Employing the qualitative research design, this research documented the differentiated instruction implementation by observation and interview. Implication and recommendation are postulated as resourceful insight to encourage inclusive ELT practices.

scholarly journals ENGAGING TO NURTURING: ENGLISH LANGUAGE TEACHING STRATEGIES AND CONSTRAINTS FOR VERY YOUNG MUSLIM LEARNERS AT KINDERGARTEN IN ACEH

2021 ◽  
Vol 21 (1) ◽  
pp. 46
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Lianita Ali Nasution
Keyword(s):  
Parental Involvement ◽  
Teaching Strategies ◽  
Oral Language ◽  
English Language ◽  
Sampling Method ◽  
Language Teaching ◽  
Participant Observation ◽  
Structured Interview ◽  
English Language Teaching ◽  
Face To Face

The use of English language for very young learners in kindergarten has become fundamental in recent global teaching development, including in Aceh, Indonesia. Therefore, this qualitative research is aimed to discover the English language teaching strategies applied for very young Muslim learners’ at Kiddos English School (KES) Kindergarten, Banda Aceh. The research participants were selected by using non-probability sampling method. Furthermore, semi-structured interview towards four English teachers and participant observation was conducted in two classes of KES. The result of this study showed that KES teachers implemented at least seven strategies to teach English for their students from engaging learners in daily oral language activity, to establishing a nurturing environment, playing games, storytelling, audio-visual, singing, and teaching face to face. Furthermore, the teachers faced four constraints in applying those strategies, which are: students’ misbehavior, inconsistency of students’ attendance, lack of parental involvement, and insufficient number of teacher.

scholarly journals A Critical Analysis of English Language Teaching Situation in Nepal

2021 ◽  
pp. 14-26
Author(s):  
Binod Neupane
Keyword(s):  
Critical Pedagogy ◽  
English Language ◽  
Language Teaching ◽  
Political Influence ◽  
Language Teachers ◽  
English Language Teaching ◽  
Qualitative Research Design ◽  
Inadequate Knowledge ◽  
Textbook Writing ◽  
English Language Teachers

Critical pedagogy (CP) is an educational movement that primarily aims to support the students in developing a consciousness of freedom so that they can connect the knowledge to power for social reformation. The supporters of CP argue that language teachers should emphasise developing the social skills of the learners along with language skills. Studies show that many English language teachers may have inadequate knowledge and skills about CP and the spirit of CP may not be followed while designing curriculum and writing textbooks. The purpose of the study was to examine the use of CP in English Language Teaching (ELT) focusing on classroom practices, curriculum designing and textbook writing at the secondary level. For this, I used a qualitative research design in which data were collected from six English teachers through in-depth interviews from three schools. I investigated that while designing curriculum, selecting textbooks, and making ELT policy, CP has not been practically implemented. Language policy, curriculum and textbooks are designed by a specific group and imposed on the teachers and learners. There has been a political influence in ELT policy as well. However, some teachers were found positive to CP and implemented it in the classroom, but they demanded special training.  

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