scholarly journals ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Arin Inayah
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Related Area ◽  
Teaching Process ◽  
English Teaching ◽  
Core Questions ◽  
Data Collections ◽  
Teaching Instruction

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

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.

WHEN ENGLISH RINGS A BELL -2017 REVISED VERSION- IS IT A GOOD BOOK?

2018 ◽  
Vol 3 (2) ◽  
pp. 57-68
Author(s):  
Beby Maharani Masyitha ◽  
Shelly Cardina Dona Artha ◽  
Ratri Handayani
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Instructional Material ◽  
Language Skills ◽  
Learning Objectives ◽  
Learning Materials ◽  
Teaching Process ◽  
English Teaching ◽  
Good Book

Coursebook is seen as a complete package of instructional material for teaching and learning process. It provides a framework for teachers, learning objectives and source of materials for students. In relation to this matter, this study exposed the analysis of English course book namely When English Rings a Bell (2017 Revised Version). The analysis was focused on the content of the course book to see if it matched the newest curriculum applied in Indonesia and can facilitate the English teaching process in grade seven. Checklist method was chosen since it was easier to be developed and more practical to be used. The checklist developed covered the relevance of the materials to the curriculum and syllabus, topic, language skills, supporting learning materials, language, and practical activities.

scholarly journals Propostas de atividades para a oferta subsequente no ensino de Língua Inglesa na educação profissional

2012 ◽  
Vol 1 (2) ◽  
Author(s):  
Samuel De Carvalho Lima ◽  
Hemmyle Brito Azevedo
Keyword(s):  
Vocational Education ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
School Level ◽  
Pedagogical Practice ◽  
Technological Education ◽  
High School Level ◽  
English Teaching

Resumo: A oferta dos cursos técnicos subsequentes desempenha um papel relevante no âmbito da educação profissional e tecnológica. Neste trabalho, relatamos a experiência de ensino da disciplina Inglês (60h/a), ofertada no curso técnico de nível médio em Química na forma subsequente, do eixo tecnológico controle e processos industriais, no IFRN/MC, durante o segundo semestre letivo de 2011. Face à falta de adoção de um material didático que pudesse nortear o processo de ensino-aprendizagem, a prática pedagógica resultou na oferta de diferentes propostas de atividades, considerando os objetivos da disciplina descritos no projeto pedagógico do curso, a experiência prévia de ensino de inglês baseada em uma abordagem comunicativa e a apreciação dessa experiência à luz de documentos oficiais que orientam a docência. Sendo assim, as atividades propostas nesse contexto puderam ser categorizadas em 4 tipos: proposta de atividade para uso de inglês no cotidiano; proposta de atividade para construção de textos básicos; proposta de atividade para tradução; proposta de atividade para estabelecimento de ambiente harmônico. O desenvolvimento desse projeto pedagógico resultou no engajamento dos alunos no processo de ensino-aprendizagem de forma bastante participativa, o que nos permitiu concluir que os conteúdos trabalhados foram percebidos como significativos para sua (futura) prática profissional. Palavras-chave: Propostas de atividades. Língua Inglesa. Curso técnico subsequente. Educação profissional. ACTIVITIES FOR SUBSEQUENT OFFER IN ENGLISH LANGUAGE TEACHING  IN THE VOCATIONAL EDUCATION Abstract: Subsequent technical course offer plays an important role in vocational and technological education. In this paper, we report the English teaching course experience (60h/class), offered in the high school level technical course in Chemistry in the subsequent form, from industrial control and processes axis, at IFRN/MC, during the second semester of 2011. Given the lack of educational material adoption that could guide the teaching and learning process, pedagogical practice resulted in offering different activities, considering the course aims described in the course pedagogical project, English teaching previous experience based on a communicative approach and the appreciation of this practice in the light of official documents that guide teaching. Thus, the activities proposed in this context could be categorized into 4 types: activities proposed for everyday English use; activities proposed for writing basic texts; activities proposed for translation; activities proposed for harmonious ambience establishment. This pedagogical project development resulted in students engagement in the teaching and learning process in a very participatory way, allowing us to conclude that contents studied were perceived as meaningful to students (future) professional practice. Keywords: Activities. Subsequent offer. English language. Vocational education.

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.

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 Sign Language Interpreting in English Language Teaching for a Deaf Student: A case study

2018 ◽  
Vol 13 (1) ◽  
pp. 1-16
Author(s):  
Adhika Irlang Suwiryo ◽  
Ellis R. Artyana
Keyword(s):  
Sign Language ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Target Language ◽  
Process Data ◽  
Teaching Process ◽  
English Teaching ◽  
Deaf Student ◽  
Sign Language Interpreting

This paper discusses the case of appropriating a teaching approach as a response to the needs of a Deaf student registering to an English Department of a State University in Depok. The study particularly looks at the sign language interpreting practice in the classroom. In the teaching and learning process, the sign language interpreter has a significant role in transferring the course materials from the lecturer. In other words, the interpreter becomes one important factor for the student's achievement in acquiring the target language. However, there are several challenges faced by the interpreter in delivering the teaching content, such as, speech tempo, the usage of determiners (this, that), the usage of media, classroom preparation, and language differences (English and BISINDO—the natural sign language used by the Deaf community in Indonesia). The aim of this paper is to provide a clear picture concerning 1) sign language interpreting process in English teaching classroom, 2) the coordination of interpreter and lecturer(s), both in classroom preparation as well as teaching process, and 3) challenges experienced by the interpreter. Questionnaire and in-depth interviews are used with the lecturers, the student, and the interpreter in order to elicit as well as acknowledge the data related to the classroom preparation and teaching process. Data were transcribed, coded, and analyzed following interpretive paradigm. The results of this research offer suggestions in sign language interpreting process in English teaching classroom.

scholarly journals Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru

2021 ◽  
Vol 2 (1) ◽  
pp. 85-93
Author(s):  
Asfi Aniuranti ◽  
◽  
M Happy Nur Tsani ◽  
Yasinta Wulandari ◽  
◽  
...  
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
English Teacher ◽  
Teaching Process ◽  
Nahdlatul Ulama

In every teaching and learning process includes English teaching, there is a phase called ice breaking. The activity that generally only lasts a few minutes is a paramount aspect. Every English teacher or even the candidate has to be skillful in preparing effective ice breaking. Although ice breaking is viewed as a crucial stage in a teaching process, many students miss this phase when they have to do teaching practice. Therefore, the community service team regarding a workshop about icebreaking is still needed by the students as the teacher candidates. This workshop was conducted online via Google Meet in two days, and the participants were the students of the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. In the workshop, the participants learned the theories related to ice breaking and the examples of ice breaking. They also did some practice on creating ice breaking. Overall, the two-day workshop ran well. The questioner's result also tends to be positive and based on the tasks submitted, the participant's ability to create ice breakers is good enough

Learning English through Movies: Adult English Language Learners’ Perceptions

2018 ◽  
Vol 8 (12) ◽  
pp. 1567 ◽  
Author(s):  
Waheeb S. Albiladi ◽  
Fahad H. Abdeen ◽  
Felicia Lincoln
Keyword(s):  
English Language Learners ◽  
Language Learning ◽  
Language Learners ◽  
English Learners ◽  
Cultural Awareness ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Tools ◽  
English Teaching ◽  
Reading Vocabulary

The use of media in English teaching and learning has received much attention from educators and second/foreign language educators. The use of media includes the use of movies, music, films, and other types of entertainment-related learning resources. However, little has been done to understand the adult language learners’ perceptions toward the benefits and challenges of using English movies to learn English. This qualitative research study explored English learners’ perceptions regarding the use of movies as English teaching and learning tools. The study focused on what language learners believe are the benefits and challenges of relying on English movies to develop their language competency. The study’s results indicated that language learners believed that movies are authentic sources of language learning and can be used effectively to improve language skills including speaking, listening, reading, vocabulary, and writing. Findings also revealed that according to language learners, movies are beneficial in terms of increasing students’ cultural awareness.

THE INVESTIGATION OF 2013 CURRICULUM IN ENGLISH TEACHING PROCESS AT SMA MUHAMMADIYAH 1 PONOROGO

EDUPEDIA ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 139
Author(s):  
Sauqi Hadi Permono ◽  
Ana Maghfiroh ◽  
Diyah Atiek Mustikawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Negative Impact ◽  
Learning Material ◽  
Teaching Process ◽  
English Teaching ◽  
Teachers And Students ◽  
Good Learning ◽  
Data Collection Technique ◽  
The Impact

2013 Curriculum considered as new curriculum in Indonesia. In this curriculum, students demanded to be active and creative during learning process. Thus, teacher also needs to be creative in arranging the teaching and learning process. This research aims at finding out (1) the teachers’ implementation of 2012 curriculum in English teaching process; (2) the teachers’ and students roles in English teaching and learning; and (3) the impact of 2013 curriculum in English teaching and learning. This research design was descriptive qualitative research. The researcher used qualitative observation and interview as the data collection technique. The subject were three English teachers of SMA Muhammadiyah 1 Ponorogo. The activity in analyzing data were reduction, display, and conclusion drawing or verification. The findings of the research showed that the implementation of 2013 curriculum in English teaching process did not completely successful. It showed from the data findings, there were positive and negative impact of the 2013 curriculum implementation in English teaching process at SMA Muhammadiyah 1 Ponorogo. The creativity of English teacher in arranging learning activities will create a good learning situation and increase the students understanding towards the learning material.

scholarly journals LA PROFESIONALIZACIÓN DE LA LENGUA INGLESA EN EL MARCO DE LA INTEGRACIÓN DE LOS CENTROS CUBANOS DE EDUCACIÓN SUPERIOR

2016 ◽  
Vol 1 (2) ◽  
pp. 23
Author(s):  
Orlando Alberteris Galbán ◽  
Viviana Cañizares Hinojosa ◽  
Bertha Revilla Sabín
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Professional Culture ◽  
Educación Superior ◽  
English Teaching ◽  
Educacion Superior ◽  
Research And Teaching ◽  
Different Types ◽  
Teaching Learning

El proceso de integración de los Centros de Educación Superior abre grandes retos para profundizar en el estudio de núcleos básicos de las ciencias, desde una perspectiva mucho más holística, integradora y a la vez enriquecedora de todo un conjunto de saberes y metodologías alcanzadas en el proceso de la investigación y la enseñanza. En este contexto cobra significación el enfoque profesionalizado del proceso de enseñanza aprendizaje de la lengua inglesa, el cual se amplía, se refuerza y se consolida a partir de una profundización y sistematización de la cultura lingüística, comunicativa y profesional, en dependencia de los diversos perfiles profesionales, dentro de los cuales el pedagógico ocupa un lugar esencial. De ahí que se plantea como objetivo de este trabajo reflexionar acerca de cuál es el lugar que la Lengua Inglesa, como ciencia lingüística, tiene en el marco de esta integración. Los elementos que se aportan en este trabajo constituirán bases fundamentales para conformar una concepción integrada del proceso profesionalizado de la lengua extranjera en el marco de la integración. PALABRAS CLAVES: proceso de integración; enfoque profesionalizado; proceso de enseñanza aprendizaje; lengua inglesa; cultura lingüística; cultura comunicativa; cultura profesional. ABSTRACT The process of integration of Cuban centers of higher education opens up great challenges  to  deepen  into  the  study  of  basic  cores  of  sciences,  from  a perspective  much  more  holistic,  integrated  and  enriched with  a  set  of knowledge and methodologies achieved during the research and teaching processes. In this context, the professionalization approach to English teaching and learning process takes a significant place. It is widened, strengthened and consolidated through deepening and systematizing the linguistic, the communicative and the professional culture, in correspondence with different types of professional profiles, among which the pedagogical one occupies an essential place. Thus, this work has the purpose of reflect on the place that the English  language  as  a  linguistic  science  has  in  the  framework  of  that integration. The elements provided in this work will make up basic fundaments of  the  integrated  conception  for  professionalizing  the  foreign  languages teaching. KEYWORDS: integration process; professionalized approach; English teaching- learning  process;  linguistic  culture;  communicative  culture;  professional culture.

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