scholarly journals The Implementation of Reading Text Strategies in Enhancing EFL Learners Vocabularies: A Case of One Islamic Higher Education in Jambi, Indonesia

Ta dib ◽  
2021 ◽  
Vol 24 (2) ◽  
pp. 1
Author(s):  
Toni Indrayadi

The purpose of this study was to reveal the lecturer’s strategy in enhancing students’ English vocabularies in the process of teaching and learning in the classroom. 3 English lecturers who have ever taught English for Academic Purposes (EAP) in non-English department were involved in this study. The data were collected through semi-structure interview. Thematic analysis was applied for analysis the participants’ interview result. Finding of this study show that; first. the participants used selected reading text as a media of enhancing students vocabularies. Second, the strategy was implemented through small group discussion and pair work to make students actively participated in sharing the knowledge. Third, the participants evaluated the students’ understanding of reading text strategy by asking them to work individually without any assistance from the group members   This study recommended that the findings can be a basis consideration in enhancing students’ vocabularies in the process of teaching and learning.

2016 ◽  
Vol 6 (4) ◽  
pp. 794
Author(s):  
Hooshang Khoshsima ◽  
Mahboobeh Khosravani

The main concern of most researchers in the field of second and foreign language teaching is lessening the problems and eliminating the hinders on the way of learning a language. The importance of reading skill in the process of teaching and learning different languages is undeniable for everyone. The main aim of this study was to examine the effects of group discussion strategy as a pre- activity task on reading ability. To this aim, 27 Iranian EFL learners, who were at the same level –intermediate- studying at Shokuh and Safir Institutes, Birjand, Iran were chosen. Two groups- one control and one experimental group- were studied. In control group the conventional method was used in teaching reading, while in experimental group, group discussion pre-activity task was administered. Both groups met the same level -Intermediate. At the end, the obtained data of the tests was analyzed by SPSS software. According to the obtained data, it can be strongly concluded that group discussion has no significant effect on reading comprehension. This study can help teachers and syllabus designers in choosing and applying an effective pre-activity task which really help the learners in reading classes.


2019 ◽  
Vol 10 (1) ◽  
pp. 71-80
Author(s):  
Khairun Nasir

This research deals with the grammatical difficulties faced by students in their English writing sentences. It begins from L2 students that complains English Grammar as one of the complicated features in writing, especially the students from English Department of IAIN Lhokseumawe. Therefore, the objectives of this research were to find out any grammatical difficulties faced by the students in their English Writing Sentences and to cover up any reasonable factor occurs in using English Grammar to their English writing. Case study was adopted in this research by using descriptive qualitative approach. English Department students of IAIN Malikussaleh Lhokseumawe in the second semester (2017/2018 Academic Year) were taken purposively as research subjects. The data were student’s written sentence transferred as documentary evidence with retrospective interview transcription; and (2) Focus Group Discussion note. After analyzing the data qualitatively by Interactive Model Technique, it was found that students got some grammatical difficulties related to (1) problems of meaning complexity, (2) problems of form complexity, and (3) problems of form-meaning mapping relationship. Moreover, by five factors contribute to those difficulties, namely: (1) knowledge of syntactic constituents, (2) knowledge of semantics; (3) knowledge of pragmatics; (4) previous grammar teaching and learning; and (5) L1 knowledge. As the implication, it is suggested that L2 learners be aware of the grammatical difficulties that they are referring to and it is also important that lecturers develop some instructional approaches which focus exclusively on one aspect of language or another (e.g., form and meaning) in teaching the writing that associated with its genre.


2021 ◽  
Vol 9 (4) ◽  
pp. 479
Author(s):  
Firman Firman ◽  
Friscilla Wulan Tersta ◽  
Eva Iryani

School of nature is one of the new concepts in the world of education. The natural school is basically an alternative form of education that uses the universe as a place of learning, teaching material and also as an object of learning. According to some experts, it is believed that this concept is an effective approach for the realization of activities related to active learning. The aims of this research are to investigate how the management of natural schools works, specifically in planning, organizing, actuating, and controlling. This study utilized qualitative method with a case study approach. The data were collected by semi structure interview, observation and documentation. The data were then analyzed, described, and interpreted comprehensively. The data revealed  that character education and religion are emphasized to the students in teaching and learning process. There are 3 curriculum adopted in the management of this natural school, namely: Curriculum implemented by the national Education Office, IT (Islam terpadu) curriculum, and BBA curriculum (learning with nature). It was agreed to create an academic student and balanced character.  


2020 ◽  
Vol 5 (3) ◽  
pp. 219
Author(s):  
Marianti Marianti ◽  
Firdaus Sale ◽  
Isnada Waris Tasrim

Many  teachers  understand  that  the  use  of  nonverbal  communication  in teaching process is a good way to support the students’ understanding. By this effort, students may reach good comprehension through their belief for every act of teaching  and  learning  process.  This  belief can  be scripted  to  picture their perception. The students’ perception is all the students’ mental images and feeling which happen during their activities in the school. This means that any activities where the students gain information, the perception exist there. In this thesis, the students’ perception determines the function of the teacher’s nonverbal communication. The aim of this research was to investigate the students’ perception on the teacher’s nonverbal communication in teaching English at SMAN 14 Bombana. The research used a qualitative design with the subject of the study was class X and XI IPA. The total numbers of these two classes were 47. The researcher used classroom observation sheet and semi-structure interview as the instrument of the research, the interview which was the questions were formulated but, in the field, the interviewer might modify the format or questions during the interview process. This process took place to both of the students and the teacher. After collecting data, the data was analyzed descriptively. The result showed that the students agreed that the use of nonverbal communication in the teaching and learning process works. All of the expected meaning behind the nonverbal communication could be understood by the students well. The entire teacher’s   nonverbal   communication   where   the   researcher   focused   namely gestures, eye contact, and tone of voice functioned well. Most of the students agreed that the teacher’s nonverbal communication made them motivated to learn, focused their attention, and made them eagerly to speak, and sometimes, it made the students proud


2015 ◽  
Vol 2 (1) ◽  
pp. 125
Author(s):  
Adi F Mahmud ◽  
Andi Qashas Rahman

To achieve the teaching goals well, the teachers or lecturers are demanded to master all teaching components. One of the components is teaching model. Teaching model can drive the teachers or lecturers to achieve teaching goals well. This research attempted to find out (i) the English lecturers’ teaching models applied in teaching in the classroom, (ii) the English lecturers’ reasons for applying those teaching models, and (iii) the English students’ perceptions of the English lecturers’ teaching models applied. Data were collected by classroom observation and semi-structure interview. Then, data were analyzed by employing descriptive qualitative method. The participants consisted of five English lecturers and students. The findings of the research showed that (i) Most of the respondents in this research did not apply innovative teaching models. Most of the teaching models applied by respondents were still conventional. (ii) There were some respondents who applied group discussions and presentation, but the sequences of teaching that were applied did not characterize an innovative teaching model, (iii) The respondent 4 applied innovative teaching models twice in two meetings. However, he also applied conventional teaching models. Then, all respondents’ teaching models did not involve a new teaching model or method in teaching interaction in the classroom, (iv) Lecturing is one of the dominances teaching models used by all respondents in teaching in the classroom, (v) There were some reasons underpinning all respondents in choosing a teaching model to be applied. The reasons included the students’ proficiency, the instructional material, students’ understanding, the easiness, simple, and teaching goals. Further, all respondents considered that those teaching models were appropriate and effective to be applied in teaching and learning interaction, and (v) Not all respondents’ reasons in line with the five students’ perceptions. All students’ perceptions showed that some teaching models used by respondents were boring and uninteresting. Key Words: analysis, teaching models, English lecturers


2021 ◽  
Vol 2 (1) ◽  
pp. 40-55
Author(s):  
Haifa Nassar

English, as a communication tool, plays an extremely significant role in cross-cultural communication. While it is true that language users can mean exactly what they mean in their utterances, it is also true that they can have their utterances mean much more than what they say. Speakers of English speak indirectly, and using conversational implicatures is a way to be indirect. And as sentences often express messages above and beyond their literal meanings, it is not surprising that pragmatic errors are found in language learning process of EFL learners' communication. Therefore, this study aims at investigating the factors beyond misunderstanding or understanding of English conversational implicatures among Yemeni EFL university learners. It follows an empirical analytical-descriptive method consisting of a test and an interview. Randomly, 50% of the study population was selected as the study sample. They were 62 Yemeni EFL university learners. A multiple-choice discourse completion test ( MCDCT ) and a semi structure interview were used for collecting the study data. The test contained eleven types of conversational implicature  The collected data was analyzed quantitatively and qualitatively. The results reveal that different factors caused misinterpretation of conversational implicatures among Yemeni EFL learners. However, the differences in socio-cultural knowledge and indirectness are instrumental in the misunderstanding of conversational contexts in the study. While the familiarity of some conversational implicatures and formulaic pattern of others pose no challenge for the study subjects to interpret some of the test conversational implicatures. The study test conversational implicatures that are formulaic or familiar to the subjects are easy to grasp. Therefore, this study provides some recommendations that are expected to enable EFL university learners to develop their pragmatic competence regarding English conversational implicature and suggests a reconsideration of the existing methodologies on teaching English as a foreign language. Hence, this would ease the concern of EFL students about English conversational implicature, build up their confidence and enhance language learning.


2021 ◽  
Vol 6 (41) ◽  
pp. 23-37
Author(s):  
Nor Dawirah Rahman ◽  
Anna Lynn Abu Bakar ◽  
Wan Hurani Osman ◽  
Mohammad Aqmal Hafidz Musa

This study highlighted the effectiveness of film review in enhancing English speaking skills among students at the tertiary level. The population involved was 30 students from an Essential Communication Skills class at Universiti Malaysia Sabah. There were two parts of film review carried out for this study, namely, Part 1: Individual Film Review Presentation and Part 2: Group Discussion and 2 weeks prior, the teacher-researcher provided materials such as examples of vocabularies, grammars, phrases and sentences students could use to describe film genres, characters, themes, recommendations and criticisms in their film review. For Part 1 of the film review, in groups of 5, individual students orally presented the review of their chosen film whilst showing their power point slides whereas for Part 2, they gave ideas and opinions on the best film of those presented by their group members. The objective of this study was to identify students’ perceptions on the effectiveness of film review in enhancing their English-speaking skills. To accomplish that objective, this study employed a survey research design and the instrument utilised in the data collection was an online questionnaire comprising 10 questions on students’ perceptions on English film watching and review which was administered to 30 respondents. The data was then analysed using a google form spreadsheet and presented in pie charts and bar graphs. The findings depicted that students perceived that film review enhanced their English-speaking skills in the aspects of motivation and confidence in speaking simple English and applying appropriate English grammars, vocabularies, pronunciation, intonation, and conversational phrases in expressing ideas and opinions. They also opined that English subtitles in films and guidance from educators in reviewing films contributed positively to the development of their English-speaking acquisition as well as deduced that film review was an effective English learning tool. These positive findings hence signalled that the teaching and learning of English through films should be sustained in the future. It is recommended that future studies include larger numbers of respondents and interviews of students and teachers to obtain more holistic findings on the film review effectiveness towards students’ English-speaking competency. Other interesting topics to be studied are the challenges encountered by both learners and educators in the teaching and learning of English through films and ways to overcome them.


2020 ◽  
Vol 7 (2) ◽  
pp. 219-243
Author(s):  
Arif Nugroho ◽  
Arief Eko Priyo Atmojo

The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.


2019 ◽  
Vol 6 (1) ◽  
pp. 45-57
Author(s):  
Sri Yuliani

Mobile phone is a recent technology in teaching English. Mobile phone provides simple and easy way in developing teaching and learning activities, therefore, the researcher was interested in finding the data information about the role of mobile phone for English language teaching. The utilization of mobile phone offers valuable opportunities for creating an effective teaching strategy. The students' perspectives are crucial for getting their views of role of mobile phone in language teaching. This case study was to find out the students' perspectives of mobile phone role in English language teaching. A qualitative design was employed for the purpose of getting the data. Mainly semi structure interview was used as the research instruments. The result of her research finding showed that most students were having good response towards the usage of mobile phones in language learning but some findings shown that the problems were also occurred at the same moment of using it. These research findings were contributed the next research for more deeply dig for language learning.


DINAMIKA ILMU ◽  
2019 ◽  
Vol 19 (1) ◽  
pp. 133-153
Author(s):  
Syaripa Nurul Ilmi ◽  
Susilo Susilo ◽  
Istanti Hermagustiana

This study aims at investigating the kinds of turn-taking mostly used by EFL learners, how the turn-takings are portrayed as a process of EFL learning, and how the EFL learners differ in making their turn-takings according to their gender. This study was qualitative in nature, using 10 members of English Club of English department students, Mulawarman University as the participants. The procedures of data collecting were video-tape recording observation and semi-structure interview. The data were analyzed by using conversational analysis and percentage frequencies. The result revealed that: 1) the kinds of turn-taking mostly used by the participants were adjacency pair and insertion sequence from the sequence type of turn-taking, almost all kinds turn-taking from the overlap turn-taking except the third party mediation, and other-repair and self-repair from the repair turn-taking; 2) all members of the English Club felt they acquired  their languages as they practiced them in either written and spoken communication; and 3) the female members dominated talk than the male ones.


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