scholarly journals The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

2020 ◽  
Vol 5 (2) ◽  
pp. 86-94
Author(s):  
Dwi Ide Rahayu
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Formal Education ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Real Life ◽  
Descriptive Case Study ◽  
Affective Filter ◽  
Formal Institution

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in  Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2)  Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

The Influence of Assessment on Learning and Teaching

2019 ◽  
pp. 166-185
Author(s):  
Susan Hallam
Keyword(s):  
Communities Of Practice ◽  
Teaching And Learning ◽  
Formal Education ◽  
Peer Assessment ◽  
Real Life ◽  
Summative Assessment ◽  
Learning And Teaching ◽  
The Arts ◽  
Assessment Procedures ◽  
Assessment Research

It is debatable whether it is appropriate to assess performance in the arts. However, formal education institutions and the systems within which they operate continue to require summative assessment to take place in order to award qualifications. This chapter considers the extent to which such summative assessment systems in music determine not only what is taught but also what learners learn. The evidence suggests that any learning outcome in formal education that is not assessed is unlikely to be given priority by either learners or teachers. To optimize learning, the aims and the processes of learning, including formative, self-, and peer assessment procedures, should be aligned with summative assessment. Research addressing the roles, methods, and value of formative, self-, and peer assessment in enhancing learning is considered. A proposal is made that the most appropriate way of enhancing learning is to ensure that summative assessment procedures are authentic and have real-life relevance supporting the teaching and learning process, to ensure that learners are motivated and see the relevance of what they are learning. This might take many forms depending on musical genre, communities of practice, and the wider cultural environment.

scholarly journals A learner’s grammar for Estonian: Insights from typological research

2017 ◽  
Vol 8 (1) ◽  
pp. 263-281
Author(s):  
Anne Tamm ◽  
Piibi-Kai Kivik
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Real Life ◽  
Language Instruction ◽  
Modern Language ◽  
Reference Grammar ◽  
Language Technology ◽  
Language Structure ◽  
New Type ◽  
Structure Research

This paper discusses the need for a modern Estonian reference grammar for learners and lays the basic groundwork for creating one. The current abundance of materials for teaching Estonian as a foreign language and recent advancements in both areal-typological linguistics and in the study of acquisition of Estonian contribute to conceptualizing a new type of grammar, and further improving the teaching and learning of Estonian. Modern language instruction orients to proficiency as the ability to use language in real life. We contend that this goal, combined with the availability of language technology and increased mobility of people increases the demands on effective teaching of language structure. Research has shown that the main difficulties for learners of Estonian concern morphology and morphosyntax. We suggest that including an areal-typological perspective on categories and concepts in describing and explaining the structure of Estonian may help learners in these areas.Kokkuvõte. Anne Tamm, Piibi-Kai Kivik: Grammatika eesti keele õppijale: võõrkeeleõpe ja tüpoloogia. Artikkel osutab ühisosale areaal-tüpoloogilise keeleteaduse ja teise keele omandamise uurimise vahel. Eesti keele morfosüntaks ja süntaks, sh evidentsiaalsuse, aspekti ja eituse väljendamine pakub huvi mõlema ala uurijatele. Keeleõppija jaoks pole siin tegu mitte ainult uue vormi, vaid ka uue grammatilise kategooria või moodustussüsteemiga (nt eitus), kus erinevuste teadvustamine, sh metalingvistiline teadlikkus võib aidata vältida vigu ja kiirendada keeleomandamise protsessi. Artikkel väidab, et kaasaegne kommunikatiivne, suhtluspädevusele suunatud keeleõpe ei väldi grammatika õpetamist, vaid teeb seda läbimõeldult ja kontekstis. Et keeletundides kasutataks võimalikult palju aega suhtlemise harjutamiseks, on vaja käepäraseid ja ammendavaid materjale iseseisvaks tööks, sh grammatikaseletusi ja pedagoogilist grammatikat. Pedagoogiline grammatika, mis põhineb lingvistilisel uurimistööl, pakub uusi võimalusi nii õpetajale kui õppijale sihtja lähtekeele kõrvutamiseks ning veaohtlike või keerulisemate keelenähtuste paremaks omandamiseks.Märksõnad: areaal-tüpoloogiline keeleteadus; eesti keel võõrkeelena; morfosüntaks; kategooriad; õppijagrammatika

scholarly journals Multimedia technologies and online task-based foreign language teaching-learning

2018 ◽  
Vol 5 (2) ◽  
pp. 75-97 ◽  
Author(s):  
Ana Maria de Jesus Ferreira Nobre
Keyword(s):  
Foreign Language ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Real Life ◽  
Foreign Languages ◽  
Digital Resources ◽  
French And English ◽  
Teaching Learning ◽  
Task Oriented ◽  
Oral Skills

Teaching and learning a foreign language at a distance implies many challenges, namely regarding oral skills. At Universidade Aberta (the Portuguese Open University), and taking into account its virtual pedagogical model (Pereira, 2007) and the Common European Framework of Reference for Languages (Alves, 2001), we suggest curricular paths which include online communicative practices, both oral and written, within the present pedagogical offer, following a student-centred, task-oriented approach. Thus, in this text, we share some examples of training activities in German, French and English, focusing on oral practice, and based on digital resources. These digital resources comprise multimedia materials, either produced by the teachers or the students, as well as other materials available on the web 2.0. Our teaching and research practice within the field of foreign languages and in e-learning, in particular, leads us to conclude that the multimedia resources used are suitable for the online teaching and learning of foreign languages (see third question of questionnaire), especially for professionally engaged adults, as is the case with Universidade Aberta’s students, providing them with real-life situations that foster the teaching-learning of languages in the virtual environment. We include responses to a questionnaire survey filled out by a group of students.Received: 09 May 2018Accepted: 28 May 2018Published online: 31 May 2018

scholarly journals CHALLENGES AND BARRIERS IN FORMATION OF COMMUNICATIVE COMPETENCE AMONG ENGLISH LANGUAGE LEARNERS

2018 ◽  
Vol 64 ◽  
Author(s):  
O.I. Bozhok ◽  
L.I. Bilins’ka ◽  
M.M. Gomola
Keyword(s):  
English Language Learners ◽  
Foreign Language ◽  
Language Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Communicative Competence ◽  
Foreign Languages ◽  
Individual Group ◽  
Common Problems

The aim of this research is to highlight some problems in teaching and learning English as a foreign language. As there exist different ways in mastering foreign languages there also exist many methods of their teaching. In the course of training many students face with spelling, inflection, pronunciation, grammar and other common problems which are constantly investigated and solved. According to the level of any individual group of students the approach of organization and conduction of the lesson should also be individual as learners make different mistakes. So teachers of any foreign language must not just get formal education but also be aware of modern techniques and approaches.

scholarly journals TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE

2017 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Dara Fitria Munzaki ◽  
Lilis Suadah ◽  
Risdaneva Risdaneva
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Language Education ◽  
Teaching English ◽  
Qualitative Descriptive ◽  
Teaching Grammar

Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.

scholarly journals Investigating Indonesian EFL Students’ Responses of the Implementation of Intercultural Language Learning

2015 ◽  
Vol 4 (1) ◽  
pp. 66
Author(s):  
Fauzi Miftakh
Keyword(s):  
Qualitative Study ◽  
Foreign Language ◽  
Language Learning ◽  
Intercultural Competence ◽  
Teaching And Learning ◽  
English Education ◽  
Daily Life ◽  
Education Department ◽  
Efl Students ◽  
Students Attitudes

This study aimed at discovering the students‟ responses to the implementation of intercultural language learning at the sixth semester students of the English Education Department, University of Singaperbangsa Karawang, Indonesia. The focus of the study was on 1) the students‟ general attitudes toward the course, 2) the students‟ attitudes toward the implementation of teaching and learning and 3) the students‟ responsibility as an intercultural person. This study was designed as a descriptive qualitative study that involved 31 participants. The data were collected through questionnaire and interviews. Based on the findings, the students gave positive responses to the implementation of intercultural language learning and they showed a greater interest in participating in the course. The intercultural language learning also proved that the students were given the opportunity to become intercultural speakers either during the teaching and learning process or in their daily life. Finally, it recommends that the intercultural approach should be implemented by other English teachers in any subject and at all levels of students.Keywords: interculural language learning, intercultural competence, English as a foreign language.

scholarly journals Teaching Spanish in Secondary School of Lithuania: Possibilities and Challenges of Spanish Teacher in 21st Century

2018 ◽  
Vol 13 (1) ◽  
pp. 239-260
Author(s):  
Inga Savickienė ◽  
Laura Raščiauskaitė ◽  
Aušra Jankauskaitė ◽  
Loreta Alešiūnaitė
Keyword(s):  
Secondary Education ◽  
Foreign Language ◽  
General Education ◽  
Teaching And Learning ◽  
Formal Education ◽  
Language Teaching ◽  
Spanish Language ◽  
Language Teachers ◽  
The European Union ◽  
Language Teaching And Learning

Summary Integration into the European Union, increasing communication and cooperation between countries have brought an extensive interest in foreign languages and the need for foreign language teaching and learning has been recognized by the developers of Lithuanian education policy as an inseparable component of personal development. Teaching and learning of Romanic languages in Lithuania have been popular, exceptional, though varied. French language teaching has old traditions in both formal and non-formal education; while teaching of other Romanic languages (Spanish, Italian, Portuguese, etc.) has not been legally regulated yet – teaching traditions have not been formed, there are no specific teaching syllabi and programs, a lack of methodology and experts in didactics. However, Spanish language learning in Lithuanian secondary education schools and gymnasiums is becoming more and more popular in the recent years. In Lithuanian secondary education Spanish is taught as the second and third foreign language or as an extra-curriculum activity in non-formal education. The analysis of scientific literature revealed a lack of scientific studies and publications not only about the teaching of Spanish but also comparative studies between Lithuanian and Spanish languages. Research into Spanish language teaching and learning indicates not only the increasing number of learners, but also the increasing awareness with regard to the importance and usefulness of Spanish language competence acquisition for international encounters. However, Spanish language teachers face challenges such as insufficient number of teaching hours in general education institutions, lack of qualified Spanish language teachers, insufficient provision with teaching and learning aids and other support material, no state examinations are organized which could help to determine the learners’ Spanish language competences as well as motivate learners to learn this Romanic language.

scholarly journals Constructing WhatsApp-based Speaking Instructional Material (WABSIM) for EFL Teaching and Learning: A Need Analysis

2021 ◽  
Author(s):  
Maulina ◽  
David Geelan ◽  
Muhammad Basri ◽  
Nurdin Noni
Keyword(s):  
Social Media ◽  
Mobile Learning ◽  
Teaching And Learning ◽  
Online Survey ◽  
Instructional Material ◽  
English Education ◽  
Real Life ◽  
Design Development ◽  
Study Program ◽  
Development Processes

Today’s English teaching and learning speaking in the digital era at the university level is full of challenges but promotes many possibilities. WhatsApp, the most popular social media used for communication, can be interactively utilized to study speaking about daily conversations in a flexible way anytime and anywhere to solve students’ speaking problems as well as one of the teaching and learning media in the disruptive era. This research was trying to develop WhatsApp-based speaking instructional material (WABSIM) for the Basic Speaking subject to help students speaking English effortlessly and fast about daily topics. This research was the first step of Research and Development (R&D) of the ADDIE model i.e., to analyze students’ needs to learn Basic Speaking through WhatsApp instructions. The research took place at the English Education Study Program of one private university in South East Sulawesi, Indonesia. Sixty-eight (68) students participated in giving information regarding to the students’ needs through an online survey in the Google Form. It revealed that students wanted to learn the Basic Speaking materials integrated with mobile technology in the form of social media of WhatsApp to make the learning is fast, enjoyable, fun, more communicative, more collaborative, and help them learning anytime anywhere, in and outside the classroom more independently. Also, students need real-life topics, authentic, interactive, and presenting domestic and international viewpoints in the WABSIM. Besides, the developed speaking materials should cover the audio and visual materials to cover students’ learning styles varieties, and the materials should include the speaking components such as vocabulary, grammar, pronunciation, fluency, comprehension, and task. Data resulting from the needs analysis informed the researchers of crucial issues to consider in developing WABSIM for the design, development, implementation, and evaluation in the next phase of this project. Further, students’ preferences and learning goals can be integrated with perspectives from the mobile learning literature and the affordances of WhatsApp to facilitate communication, collaboration and interaction in ways that have the potential to accelerate English language learning on the part of university students. There would be value in conducting similar needs analyses for other mobile learning instructional material development processes internationally, both for comparison with the Indonesian results here and in order to inform those development processes.

scholarly journals FOUR BASIC METHODS OF TEACHING ENGLISH IN A CHRONOLOGICAL ORDER OF THEIR DEVELOPMENT: APPLICATION IN THE SYSTEM OF PUBLIC ADMINISTRATION TRAINING

2018 ◽  
Vol 1 (12) ◽  
pp. 149-166
Author(s):  
Natalya Nikolayevna Kolisnichenko ◽  
Yevgeniya Matveyevna Yatsun
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Public Administration ◽  
Oral Language ◽  
Professional Training ◽  
Teaching Method ◽  
Direct Method ◽  
Oral Communication ◽  
Teaching English ◽  
Chronological Order

The article is devoted to the comparative analysis of the basic methods of teaching English in chronological order of their development. The following teaching methods are studied: grammar translation method, direct method, audio-linguistic method, communicative teaching method. The specific features of each method, their positive and negative characteristics are revealed. The peculiarities of their application in the system of training in public administration are considered. It is determined that training in the field of public administration corresponds to the activities of those who study, namely, public administration, both in terms of subject matter and linguistic content and language learning activities. In general, teaching / learning a foreign language is not essential, so teachers and students / students should only focus on certain aspects of a foreign language. Thus, general language learning should be combined with professional training. In groups with a sufficient level of language proficiency, it is immediately possible to begin a special vocational-oriented training. And, conversely, in groups with low and average English proficiency it is necessary to focus first of all on general language training, and then on professionally oriented. Grammatical material should always be developed and used in oral language. It is noted that an important role in the study of foreign languages is given to the assimilation of professional vocabulary. Assimilation of lexical units is carried out in order to develop the skills of oral communication and is aimed at the implementation of communication skills and an adequate response in typical situations of professional communication, both verbal (for compilation of messages on professional subjects) and written (ability to write resume, any documents, etc.). After all, the possession of the working or official languages of the community provides in practice wide opportunities for obtaining international experience in public administration, undergo internships, work in international projects, etc. In the context of broad international relations with other countries, it is important to communicate with foreign specialists, to develop professional-business and personal contacts with foreign partners, colleagues, to read different editions in the original language.

scholarly journals EXPERIENCE OF IMITATION METHODS IN TEACHING PEDIATRIC DENTISTRY

2019 ◽  
Vol 19 (2) ◽  
pp. 202-206
Author(s):  
Y.V. Oktysiuk ◽  
O.V. Atamanchuk
Keyword(s):  
Teaching And Learning ◽  
Teaching Method ◽  
Human Life ◽  
Real Life ◽  
Pediatric Dentistry ◽  
Interactive Methods ◽  
Global Changes ◽  
Learning Approaches ◽  
Development Education

Global changes in all spheres of human life require medical education to form students' conscious attitude towards their own lives, mental and physical development, education, and further medical career. Practical classes are a type of teaching within a variety of teaching and learning approaches providing the close interaction and cooperation between the students and tutors and posing real-life tasks. It is at practical classes when the tutors or mentors can and should conduct a controlled evolving of concepts and development of skills. Making a collective decision and discussing clinical problems is one of the forms of interactive education that enables future doctors to learn how to express their thoughts correctly, how to clearly substantiate decisions. Unlike the traditional classes, this form gives the students an opportunity to check up themselves, to make decisions based on the main principles of the diagnosis and treatment of various nosological forms. The article presents an experience of fostering professional competencies in the 5th year students of the Faculty of Dentistry by applying a case study, an interactive teaching method (case-study method) during the course of paediatric therapeutic dentistry at the Department of Paediatric Dentistry, Ivano-Frankivsk National Medical University. This technique contributes to strengthening the generation of students’ knowledge and its shaping through independent activities and collective discussion; it also boosts students’ intellectual skills, creating and critical thinking. As for the tutors and mentors, this type of teaching form is an effective way to get feedback and contributes to the ability to effectively correct the ways to shape knowledge, and to organize consultancy assistance to students. The combination of interactive methods and other methods of knowledge, skills and competence building and the active independent work of students, the creation of the system and algorithm for implementing these methods, perfect mastery of their mentors and partnership, mutual respect between the teachers and students is a guarantee of the training of a highly competent specialist.

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