scholarly journals EFL Pre-Service Teachers' Perception of Language Use for Medium of Instruction in English Classroom

2017 ◽  
Author(s):  
Urip Sulistiyo ◽  
Eddy Haryanto ◽  
Wulan Wulan
Keyword(s):  
Language Use ◽  
Medium Of Instruction ◽  
English Classroom

scholarly journals Indonesian or English? EFL Student Teachers’ Preference and Perception on the Language Use in the Classroom

2016 ◽  
Vol 3 (1) ◽  
pp. 46-59
Author(s):  
Eddy Haryanto ◽  
Urip Sulistiyo ◽  
Miftahul Khairani ◽  
Retno Wulan
Keyword(s):  
Student Teachers ◽  
English Learners ◽  
Language Use ◽  
English Education ◽  
Group Discussion ◽  
Medium Of Instruction ◽  
English Classroom ◽  
L1 And L2 ◽  
Listening And Speaking ◽  
Bahasa Indonesia

ABSTRACT The purposes of this research were to investigate learners’ perception in teaching English using Bahasa and English, learners’ preference for language use as the medium of instruction, and the subjects that can be taught by using Bahasa. The participants were 57 EFL learners in the fourth semester at a university in Jambi Province, Indonesia. This research was designed in mix method by distributing a questionnaire and conducting a Focus Group Discussion (FGD) as the data collection techniques. The findings showed that the students were excited to have English as the medium of instruction in their classroom. However, they also welcome the L1 (Bahasa Indonesia). In addition, the learners preferred to have English as the medium of instruction in their English classroom. In view of this, the use of both their L1 and L2 should be balanced. Moreover, concerning the subjects taught, the learners need the use of English especially in the Listening and Speaking classrooms. ABSTRAK Penelitian in bertujuan untuk mengetahui persepsi mahasiswa mengenai pengajaran Bahasa Inggris dengan menggunakan Bahasa Indonesia dan Bahasa Inggris, pilihan mahasiswa dalam penggunaan bahasa tersebut sebagai media pengajaran di dalam kelas, dan jenis – jenis pelajaran yang bisa diajarkan dengan menggunakan Bahasa Indonesia. Peserta dalam penelitian ini adalah 57 mahasiswa semester empat pada salah satu universitas di Provinsi Jambi, Sumatra, Indonesia yang diambil melalui purposive sampling. Penelitian ini didesain dalam metode campuran melalui angket dan Diskusi Kelompok Terarah (FGD).  Hasil yang didapat menunjukkan bahwa siswa sangat senang menggunakan Bahasa Inggris dalam pengajaran di kelas. Namun, siswa juga tidak keberatan dengan penggunaan Bahasa Indonesia. Sebagai tambahan, siswa lebih memilih penggunaan Bahasa Inggris sebagai media pengajaran di dalam kelas. Oleh karena itu, penggunaan kedua Bahasa tersebut haruslah seimbang. Terkait dengan mata pelajaran, mahasiswa lebih memilih penggunaan Bahasa Inggris hanya dalam pengajaran “menyimak (listening)” dan “berbicara (speaking)” How to Cite: Haryanto, E. Sulistiyo, U. Wulan, R. (2016). Indonesian or English?  EFL Student Teachers’ Preference and Perception on the Language Use in the Classroom. IJEE (Indonesian Journal of English Education), 3(1), 46-59. doi:10.15408/ijee.v3i1.3941 Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i1.3941

scholarly journals Students’ Perception of Teachers’ Bilingual Language Use in EFL Classroom

2020 ◽  
Vol 8 (2) ◽  
Author(s):  
Desi Surayatika
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
First Language ◽  
Language Instruction ◽  
Target Language ◽  
English Language Learning ◽  
Classroom Language ◽  
Students First ◽  
English Classroom

<p class="SammaryHeader" align="center"><strong>ABSTRACT</strong></p><p><em>Students’ perception of teachers’ bilingual language use was based on bilingual approach in English language learning in which the students’ first language ( </em><em>L1 </em><em>) is combined with the target language ( </em><em>L2 </em><em>) being studied to be a language instruction used by the teacher to conduct an English classroom.  The purpose of this research was to find out the students’ perception toward the use of Bilingual language they are English and Indonesian by the teacher in EFL classroom. This research was a qualitative approach with the forty students as the sample. In collecting the data, questionnaire was used. The data was analyzed through Likert Scale in order to find out students’ perception of teachers’ bilingual language use in EFL classroom. Based on the result of data analysis and interpretation of the data gained from questionnaire, it indicates that students show their positive perceptions to the use of bilingual language done by the teacher as language instruction in their English classroom. Finally, the result of the research would give a contribution to the improvement of the classroom language instruction used by the teacher in an English language learning classroom particularly for teaching the students who were learning English as a foreign language ( </em><em>EFL </em><em>)</em>.</p><p><strong><em>Keyword </em></strong><strong><em>: </em></strong><em>Bilingual, Students’ Perception, language use, EFL classroom</em></p><p align="center"><strong>ABSTRAK</strong></p><p><em>Persepsi siswa tentang penggunaan dua bahasa oleh guru didasarkan pada pendekatan bilingual dalam pembelajaran bahasa Inggris di mana bahasa pertama siswa ( </em><em>L1 </em><em>) dikombinasikan dengan bahasa target (L2) yang dipelajari menjadi pengajaran bahasa yang digunakan oleh guru untuk melaksanakan pembelajaran bahasa Inggris di kelas. Tujuan dari penelitian ini adalah untuk mengetahui persepsi siswa terhadap penggunaan dua bahasa yaitu bahasa Inggris dan bahasa Indonesia oleh guru di kelas EFL. Penelitian ini menggunakan metode kualitatif dengan empat puluh siswa sebagai sampel. Dalam mengumpulkan data, kuesioner digunakan. Data dianalisis melalui Skala Likert untuk mengetahui persepsi siswa tentang penggunaan dua bahasa oleh guru di kelas EFL. Berdasarkan hasil analisis data dan interpretasi data yang diperoleh dari kuesioner, hal ini menunjukkan bahwa siswa memiliki persepsi positif  terhadap penggunaan dua bahasa yang dilakukan oleh guru sebagai bahasa pengantar di kelas bahasa Inggris.. Pada akhirnya, hasil penelitian diharapkan dapat memberikan kontribusi pada peningkatan pengajaran bahasa Inggris di kelas yang digunakan oleh guru di kelas pembelajaran bahasa Inggris terutama untuk mengajar siswa yang belajar bahasa Inggris sebagai bahasa asing ( </em><em>EFL </em><em>).</em></p><strong><em>Kata kunci : </em></strong><em>Dua bahasa, Persepsi Siswa, penggunaan bahasa, kelas EFL</em>

scholarly journals TASK-BASED LEARNING IN ENGLISH AS A FOREIGN LANGUAGE (EFL) CLASSROOM: WHAT, HOW AND WHY?

2021 ◽  
Vol 8 (1) ◽  
pp. 134-146
Author(s):  
Muhammad Badrus Sholeh ◽  
Kisman Salija ◽  
Sahril Nur
Keyword(s):  
Language Learning ◽  
Second Language Learning ◽  
Language Use ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Target Language ◽  
Language Classroom ◽  
Real Language ◽  
English Classroom ◽  
Authentic Language

Task-based Learning is increasingly prevalent worldwide. It emphasizes on authentic language use and asks students to perform meaningful tasks. English teaching by tasks is considered useful in a language classroom because the students are expected to learn better the target language when tasks are used in language teaching. The tasks are designed to establish a real language use objectives and to create a natural language acquisition setting. Task-based Learning, often considered being the powerful Communicative Language Teaching (CLT) version, gradually becoming second-language learning. This article describes the Task-based Learning definition, to recognize the principles and characteristics of Task-based Learning, to examine how to implement Task-based Learning in the English classroom, and to clarify the advantages of this approach.

scholarly journals Students’ perception of English as a medium of instruction (EMI) in English classroom

2016 ◽  
Vol 6 (2) ◽  
pp. 131 ◽  
Author(s):  
Denni Rahmadani
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Sampling Technique ◽  
Second Grade ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Teaching English ◽  
English Classroom ◽  
Cluster Random Sampling ◽  
English Subject

<p class="BodyArtikel">This study aims to uncover what extent of the students’ expectation of English as a medium of instruction (EMI) used by the English teacher in teaching English at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.</p>

scholarly journals English – Its Place and Use as a Medium of Instruction at the Land Forces Academy of Sibiu

2020 ◽  
Vol 25 (1) ◽  
pp. 31-35
Author(s):  
Georgeta Obilişteanu
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Use ◽  
Educational Process ◽  
English For Specific Purposes ◽  
Medium Of Instruction ◽  
Global Level ◽  
Program Of Study ◽  
The Military ◽  
Basic English

AbstractThe process of European and international integration has led to an increase of the English language use, turning it into the main means of communication at a global level. Thus, having a good command of the English language has become a necessity for every person, being a student’s first option. It is a priority both for the military personnel and undergraduates. In this context, the curricula of the military higher education have included English as a foreign language (EFL) as a compulsory discipline. In addition to this, it has gained in importance with the introduction of an international semester for the cadets attending the Military Leadership program of study, where all the subjects are taught in English. The main issue in using English as a medium of instruction in the teaching of particular subject matters is that this must be done in a correct manner so that it does not result in failure in the educational process. This paper points to the way English is used in the Land Forces Academy and offers some guidelines for specialists in producing their own teaching materials. Some examples are provided from teaching English for specific purposes, in our case military basic English.

scholarly journals An Experimental Analysis of Errors in Light of Language Learning and Language Use and the Role of Executing Involvement to Increase Motivation in the English Language Classroom

2015 ◽  
Vol 51 ◽  
pp. 82-88
Author(s):  
Mohsen Fatehi ◽  
Omid Akbari
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Use ◽  
Foreign Language Learning ◽  
Language Classroom ◽  
English Classroom ◽  
Motivation And Learning ◽  
Experimental Effort ◽  
Teaching Situations

People are very likely to make mistakes during language learning, FL learners above all. We want in this paper to make an experimental effort to describe and pinpoint learners’ errors in language learning and language use hoping it will pave the ground for FL learners’ to have a better understanding of the errors they make. And yet all researches done empirically until present day show a correlation between students’ motivation and learning aftermaths in the teaching of English in ESL and EFL contexts. Notwithstanding of a sound theoretical framework, there are few studies which bring about strategies intended to increase motivation and report findings. This paper also endeavors to enlighten the factors which put students’ motivation in jeopardy and act as hindrance in efficient foreign language learning. It equips teachers with a tool for assessing students’ motivation so that they put into practice effective motivation strategies in the English classroom. The strategies and involvements suggested can be used by teachers in copious teaching situations after of course considering and taking their own teaching contexts under advisement.

What Makes an Effective English-Medium Course in China? Experiences and Perspectives of International Undergraduates

RELC Journal ◽  
2017 ◽  
Vol 49 (3) ◽  
pp. 353-368 ◽  
Author(s):  
Hao Zhang
Keyword(s):  
Language Use ◽  
English Proficiency ◽  
Classroom Observations ◽  
Medium Of Instruction ◽  
Comprehensive University ◽  
Course Effectiveness ◽  
English Majors ◽  
Questionnaire Surveys ◽  
Major Factors ◽  
International English

This research explores international English majors’ experiences and perceptions of the characteristics of an effective English-as-a-medium-of-instruction (EMI) course. Through an analysis of the triangulated data collected through questionnaire surveys, classroom observations, interviews and correspondences between 45 students and their lecturer in an EMI course at a key comprehensive university in Beijing, this study found that international English majors viewed the lecturer’s English proficiency, personality, commitment to students and to teaching, teaching approach, and language use as the major factors contributing to EMI course effectiveness. Meanwhile, these students did not consider their own English proficiency as crucial to the effectiveness of EMI courses, and neither did they expect EMI courses to improve their English ability.

Students perceptions of using a second language in a mother tongue dominated environment

2018 ◽  
Vol 6 (2) ◽  
pp. 1-12
Author(s):  
GABRIEL BAZIMAZIKI
Keyword(s):  
Second Language ◽  
English Language ◽  
Language Use ◽  
Mother Tongue ◽  
Language Education ◽  
Quality Education ◽  
Tertiary Level ◽  
Medium Of Instruction ◽  
Academic Environment ◽  
Official Language

While English is an official language and holds a significant role in education not only as a medium of instruction but also a subject of study from primary to tertiary level in Rwandan education system, some students still stick on their mother tongue in academic environment and this impedes language education and quality education as a whole. Based on Communicative approach, this study explored students’ perceptions of using a second language in a mother tongue dominated environment. The study involved 36 Diploma students from language education combinations. Questionnaire was used for data collection. Analysis revealed that mother tongue environment affects second language use. It was recommended that efforts be made to practice and improve their English language for effective communication.

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