scholarly journals GRAMMATICAL METAPHOR REPRESENTATIONS AND TRANSGRAMMATICAL SEMANTIC DOMAINS IN THE SOCIAL CONTEXTS OF ENGLISH LANGUAGE LEARNING IN INDONESIA

2018 ◽  
Vol 1 (1) ◽  
pp. 365-377
Author(s):  
Amrin Saragih
Keyword(s):  
Language Learning ◽  
English Language ◽  
Social Contexts ◽  
English Text ◽  
Semantic Domain ◽  
Science Technology ◽  
Grammatical Metaphor ◽  
The Social ◽  
Bahasa Indonesia ◽  
Semantic Domains

Grammatical metaphor refers to the coding of meaning or experience in the manner as if the meaning or experience were coded by another lexicogrammatical coding.  Metaphorical representation implies that there are two manners of coding, namely the congruent or literal and incongruent or metaphorical coding.  Transgrammatical semantic domains extends meaning by a range of grammatical units.  Transgrammatical semantic coding implies that agnated meanings are realized by more than one semantic unit.  Grammtical metaphor representation inherently contains transgrammatical coding.  This paper addresses grammatical metaphor commonly used in texts of science, technology and academics, which are very difficult for Indonesian students to understand and translate into good bahasa Indonesia (BI).  By applying knowledge or competence of gramatical metaphor and transgrammatical semantic domain Indonesian students are expected to effectively learn the meaning of English text of science, technology and academics and to translate the texts into good BI. 

scholarly journals An Analysis of Grammatical Metaphor Representation and Transgrammatical Semantic Domains in Narrative Text Entitled Three Fishes

2019 ◽  
Vol 2 (2) ◽  
pp. 15-29
Author(s):  
Maria Olivia Christina Sianipar
Keyword(s):  
Junior High School ◽  
Detailed Examination ◽  
Narrative Text ◽  
English Text ◽  
Single Subject ◽  
Grammatical Metaphor ◽  
Interesting Story ◽  
Bahasa Indonesia ◽  
Semantic Domains

This research is aimed to find out the easy way for students in Indonesia to understand and to translate English text to Bahasa Indonesia. In doing this research, the researcher   uses a form of a detailed examination of one setting a single subject, a single depository of documents or one particular even which is stated by Bogdan & Biklen (1992:62) as a case study. However, the descriptive qualitative research as stated by Miles, Huberman and Saldana (2014) is applied in analyzing the data. Researcher realizes that Indonesian students are still very difficult to understand and translate the English texts as the texts are coded in grammatical metaphor. Although Indonesian students already get English lesson from grade school or at junior high school, but still they are difficult to understand and translate any kinds of English text. It is expected by applying transgrammatical semantic domains Indonesian students can understand the texts and can translate the English text into good Bahasa Indonesia. This narrative text entitled ‘Three Fishes’ which is a short interesting story that has a good lesson, that makes easy to understand about the topic of this research that is knowledge or competence of Grammatical Metaphor and Transgrammatical Semantic in Text which is written in English. This way Indonesian students will be more interesting to read the text because they can understand and translate the text into Bahasa Indonesia easier.

scholarly journals Update Chapter English Language Learning Using Social Media

2017 ◽  
Vol 6 (2) ◽  
pp. 265-271
Author(s):  
Evi Mahsunah
Keyword(s):  
Social Media ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
Language Teaching ◽  
English Language Teaching ◽  
Media Technology ◽  
The Social ◽  
Language Teaching And Learning

This study explores the changing students’ habit update status in social media into update chapter to increase their achievement in English. It is a learning strategy in English language teaching and learning using social media technology. The aim is to motivate students more active to read their literature and then share and discuss their reading in social media. The students not only have to update their chapter in reading, but also have to give comment or respond to their friends update. So, this strategy makes the students discuss their lesson more than usual. This study uses questioner and documentation technic to collect the data. Based on the data, it is known that students are already using social media for purposes that include the social and the educational. Update chapter make them using this technology in class/after class. Social media brings learning outside the classroom autonomous, independent, motivational and fun. Therefore, the students‘achievement in English language teaching and learning also increases significant.

scholarly journals Positive Psychology 2.0 in a Foreign Language Classroom: Students’ Emotional Experience in English Classroom Interaction in China

2021 ◽  
Vol 12 ◽  
Author(s):  
Yingna Wang ◽  
Mateusz Marecki
Keyword(s):  
Positive Psychology ◽  
Language Learning ◽  
Positive Emotions ◽  
English Language ◽  
Emotional Experience ◽  
Negative Emotions ◽  
Classroom Interaction ◽  
Social Contexts ◽  
Illustrative Case ◽  
Reflective Journals

The second wave of positive psychology (PP 2.0) focuses on the way positive and negative psychology complement each other in social contexts. It offers a balanced interactive model that aims at enhancing the optimal learning outcome through the interplay of positive and negative emotions. Building on a large qualitative study of students’ and teachers’ experiences in EFL classrooms in China, this paper argues that adopting the principles of PP 2.0 could deepen our understanding of learners’ emotional experience in SLA. Using one illustrative case, it shows the dynamic and complexity of students’ shifting emotions as they interact in the classroom over a span of 2 months. One major finding is that the students’ positive emotions could transcend negative emotions and influence their engagement in classroom interaction. This study contributes to the existing research into emotional experiences of classroom interaction that integrates the observable, reflective, and participatory. It draws on interrelated sets of data, including a student and teacher profile questionnaire, classroom observation and recording, student and teacher reflective journals documenting their classroom interaction experiences, and stimulated recall interviews based on recordings and reflective journals. The study in the first place has implications for English teachers and teacher trainers in China and abroad as well as researchers interested in the role of emotional experience in English language learning and teaching.

scholarly journals Arabic Learners’ Preferences for Instagram English Lessons

2018 ◽  
Vol 11 (8) ◽  
pp. 103 ◽  
Author(s):  
Mohammeed A. AlGhamdi
Keyword(s):  
Social Network ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Learning Material ◽  
Arabic Speakers ◽  
Data Analyses ◽  
The Social ◽  
Similar Program ◽  
Arabic Speaking

This paper focuses on the use of the social network Instagram to provide supplementary English language learning material to learners from Arabic speaking countries. The author was able to use his online account in Instagram to assess the needs of these learners through data analyses. The content made specific to Arabic speakers by offering translation in each post from English into Arabic and vice versa to foster their interest in the English language. The account was followed by more than 48000 learners. The study aimed to comprehend how Arab learners promote the process of learning English language via the use of the social network Instagram. The study found that Arab learners do not like complicated, lengthy information and, instead, prefer simple, brief explanations related to the English language. The results of this study suggest that a similar program of offering English lessons on Instagram in the future would have an even greater following if only simplified content was offered.

scholarly journals UPAYA MENINGKATKAN KOMPETENSI GURU DALAM MENYUSUN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERKARAKTER MELALUI SUPERVISI AKADEMIK DI SMK N 3 PATI

2018 ◽  
Vol 12 (1) ◽  
pp. 61-68
Author(s):  
Sunoto Sunoto
Keyword(s):  
Civic Education ◽  
English Language ◽  
Lesson Plans ◽  
Average Score ◽  
Research Subjects ◽  
Language Teacher ◽  
Education Teacher ◽  
Qualitative Approaches ◽  
The Social ◽  
Bahasa Indonesia

ENGLISHThe background of this research is lower competency of teacher in SMK Negeri 3 Pati in preparing lesson plans character. Academic supervisions in SMK Negeri 3 Pati are conducted in order to improve the competency of teacher in preparing lesson plans character. The research subjects are the Islamic education teacher of grade X, the social science teacher of grade XII, the civic education teacher of grade X, the Indonesian language teacher of grade XI and the English language teacher of grade XI. This research method is descriptive with quantitative and qualitative approaches. The data are collected through documentation, observation, interviews and assignments. The research is designed through two cycles with procedure: (1) planning; (2) the action executions; (3) observation; and (4) reflection. The result shows that teacher’s competency increases indicated by: 1) the average score for the first cycle is 71 rated "good"; and 2) the average score for the second cycle is 90 rated "very good". The conclusion of this study is that the implementation of the academic supervision can improve the competency of teacher in preparing the lesson plans character in SMK Negeri 3 Pati. INDONESIAPenelitian ini dilatarbelakangi permasalahan rendahnya kompetensi guru dalam menyusun RPP berkarakter. Untuk mengatasi permasalahan ini, dilakukan supervisi akademik yang bertujuan untuk meningkatkan kompetensi guru dalam menyusun RPP berkarakter. Subjek penelitian adalah guru mata pelajaran Pendidikan agama Islam kelas X, Ilmu Pengetahuan Sosial kelas XII, Pendidikan Kewarganegaraan kelas X, Bahasa Indonesia Kelas XI dan Bahasa Inggris kelas XI. Metode penelitian ini adalah deskriptif dengan pendekatan kuantitatif dan kualitatif. Teknik pengumpulan data melalui dokumentasi, observasi, wawancara dan penugasan. Desain penelitian dirancang melalui dua siklus dengan prosedur: 1) Perencanaan; 2) Pelaksanaan tindakan; 3) Pengamatan; dan 4) Refleksi. Hasil penelitian menunjukkan peningkatan kompetensi, untuk siklus I sebesar 71 poin dinilai “baik” dan siklus II sebesar 90 poin dinilai “sangat baik”. Dengan demikian dapat disimpulkan bahwa pelaksanaan supervisi akademik dapat meningkatkan kompetensi guru dalam menyusun RPP berkarakter di SMK Negeri 3 Pati.

scholarly journals Reflecting Translanguaging in Classroom Practices: A Case Study

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Magdalena Kartikasari Tandy Rerung
Keyword(s):  
Language Learning ◽  
Language Production ◽  
English Language ◽  
Classroom Practices ◽  
First Language ◽  
Language And Culture ◽  
Speaking Skill ◽  
Listening And Speaking ◽  
Bahasa Indonesia

<p>Strategies comes from Greek word “strategia” which means the art of planning and directing. Regarding to language learning, a strategy is used to achieve their goal depends on the skill they obtain. Specifically speaking skill is one of the productive skills that can be a challenging thing for university students who majored in English. Besides vocabulary, other element that support their language production is motivation. Avoiding in using Bahasa Indonesia can make them unmotivated sometimes. If this is the case, therefore the students might be passive learners in the classroom. Translanguaging  is a strategy in language learning that can motivate students keep learning the language by combining their first language with the foreign one. The following case study is intended to observe how do students use translanguaging. The study was a class observation involving four students majored in English Language and Culture Program at Bunda Mulia University. They were in fourth semester and enrolling in the Listening and Speaking Class. Apparently the result shows that students who use their first language in the speaking task help them in delivering information and telling stories.</p><p><em><br /></em></p><strong><em>Keywords: </em></strong><em>translanguaging strategies, speaking skill, language learning</em>

scholarly journals The Importance Of Self-Efficacy And Foreign Language Learning In The 21st Century

2011 ◽  
Vol 7 (4) ◽  
pp. 117-126 ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
Social Cognitive ◽  
Cognitive Theory ◽  
Foreign Language Learning ◽  
Language Teachers ◽  
First Century ◽  
The Social

Two decades have now passed since Bandura (1986) introduced the concept of self-efficacy within the social cognitive theory of human behavior. He defined it as "people's judgments of their capabilities to organize and execute courses of action required to attain designated types of performances (1986). Much empirical evidence now supports the idea that self-efficacy touches almost every aspect of people's lives including foreign language learning; However, it has apparently received the least attention compared to other cognitive and affective issues. The present article attempts to shed some light on importance of the concept of self-efficacy, the role it can play in foreign language learning and the pedagogical implications it may have for foreign language teachers and the students of English language in the end of the first decade of the twenty first century.

scholarly journals Bridging the Gap Between Discourse Analysis and Language Classroom Practice

2019 ◽  
Vol 12 (8) ◽  
pp. 79
Author(s):  
Maha H. Alsoraihi
Keyword(s):  
Discourse Analysis ◽  
Language Learning ◽  
Classroom Practice ◽  
English Language ◽  
Language Teaching ◽  
Social Contexts ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Teaching Learning

This paper deals with the emergence of discourse analysis (DA), its significance and its application in the classroom environments. It also sheds light on (DA) dimensions and how its relevance to English language teaching (ELT) will enhance the quality of teaching/learning a language. This research paper supports the fact that language cannot be learned or taught in isolation. Effective language learning/teaching requires learners to be engaged in actual/social contexts in order to apply their knowledge and skills for achieving a successful communication which is the ultimate goal of learning a language. This paper discusses various associated applications of discourse analysis in language classrooms in an attempt improve the quality of language teaching/learning techniques and outcomes. The researcher also reviews the most prominent challenges that hinder the effective implementation of this approach and provide certain solutions that can be used in order to overcome these challenges. This paper assumes that learners who focus on relating linguistic knowledge to social and cultural contexts will demonstrate high levels of communicative performance and self-confidence.

scholarly journals IMPROVING STUDENT’S SPEAKING ACHIEVEMENT THROUGH GUIDED GRAMMAR IN POLITEKNIK KELAPA SAWIT BEKASI

2019 ◽  
Vol 3 (2) ◽  
pp. 109
Author(s):  
Luluk SETYOWATI
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
Technology Program ◽  
Communicative Skills ◽  
Learning And Teaching ◽  
The Social ◽  
Long Time ◽  
English Language Teachers ◽  
Active Communication

<p class="IsiAbstrakabstractcontent">Speaking is an important skill in language learning, it is the key of active communication. As teaching speaking is important aspect in language learning process, this is a crucial part of second language learning and teaching. Despite this fact, for many years, teaching speaking in Indonesian context has been undervalued and English language teachers have continued to teach speaking as a repetition of drills or memorization of dialogues. However, today's education world requires that the goal of teaching speaking should improve students' communicative skills. Only in this way, the students can express themselves depend on the social context. In this study, the researcher attempts to conduct a research about the use of guided grammar and its impact in speaking achievement for students of oil palm plantation processing technology program of Politeknik Kelapa Sawit Bekasi. The activities of learning grammar provide an excellent opportunity for the learners to develop this skill. The result shows that at the beginning of guided grammar, students' speaking ability is still very limited. But when the speaking assignments in guided grammar went on for quite a long time, students were getting used to speak in grammatically correct way. Students felt that their speaking skills had improved and had become better than before.</p>

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