scholarly journals Meningkatkan Kemampuan Speaking dan Writing Bahasa Inggris Melalui Kompetisi Spelling Bee

2021 ◽  
Vol 4 (2) ◽  
pp. 157-164
Author(s):  
Shally Amna ◽  
Wienda Gusta ◽  
Yeng Primawati
Keyword(s):  
Learning Outcomes ◽  
English Language ◽  
Language Skills ◽  
English Teachers ◽  
English Writing ◽  
Word Spelling ◽  
Final Round ◽  
English Language Skills ◽  
Learning English

Abstract: Spelling Bee is a word spelling game which assessed the accuracy of words and the pronunciation of the letters in English. MTSN 7 Bungus, Padang was chosen as PKM partners due to the students’ low English language skills and interest. Therefore, through the Spelling Bee competition, the team tried to improve the students’ skills and interest in learning English language, especially their ability to write and spell words correctly. In this competition, there were 280 students previously trained before join the competition. This competition is divided into three rounds, namely the preliminary round, the semi-final round and the final round.  In addition, the English teachers also helped to coordinate the competition. During the activity, students were also given lessons on writing and spelling correctly. As a result, students’ enthusiasm in participating in competition can be one of the factors that triggers the enthusiasm and interests in learning so that they get more satisfying learning outcomes. During the competition, students were guided by the English teachers and given clear instructions. After participating in Spelling Bee competition, the students were not only given rewards but also some improvement in their English writing and spelling skills.Key Words: Spelling Bee, writing, spelling. Abstrak : Spelling Bee merupakan permainan mengeja kata dengan menilai keakuratan kata dan ketepatan pengucapan huruf yang disebutkan dalam Bahasa Inggris. MTSN 7 Bungus, Padang dipilih sebagai mitra PKM karena kemampuan dan minat Bahasa Inggris siswanya yang sangat rendah. Oleh karena itu, lewat kompetisi Spelling Bee, Tim PKM berusaha untuk meningkatkan kemampuan dan minat siswa terhadap Bahasa Inggris terutama pada kemampuan menulis dan mengeja kata. Dalam Kegiatan Spelling Bee ini, sebanyak 280 siswa dilatih sebelum mengikuti kompetisi Spelling Bee yang terbagi atas tiga babak, yaitu preliminary Round, Semi Final Round dan yang terakhir Final round. Selain itu, guru Bahasa Inggris di sekolah tersebut turut membantu demi kelancaran kegiatan kompetisi ini. Siswa diberikan pelajaran tentang menulis dan mengeja bahasa Inggris dengan benar. Antusias siswa dalam mengikuti kompetisi dapat merupakan salah satu faktor yang memicu semangat dan daya tarik siswa dalam belajar sehingga memperoleh hasil belajar yang jauh lebih memuaskan. Selama kompetisi, siswa dipandu oleh guru bahasa Inggrisnya dan diberikan instruksi yang jelas. Setelah mengikuti kompetisi Spelling Bee ini, siswa siswi MTSN 7 Bungus tidak hanya diberikan reward namun juga dapat meningkatkan kemampuan menulis dan mengeja Bahasa Inggrisnya.Kata Kunci: spelling bee; writing; spelling. 

scholarly journals Facebook as a Platform for Using English Language Skills among the Indian Youth

2014 ◽  
Vol 18 (1-2) ◽  
pp. 1-17
Author(s):  
Sharda Acharya ◽  
Seemita Mohanty
Keyword(s):  
English Language ◽  
Language Use ◽  
Survey Design ◽  
Language Skills ◽  
Writing Skills ◽  
Social Networking Site ◽  
English Writing ◽  
Young Professionals ◽  
The Impact ◽  
English Language Skills

Today Facebook undoubtedly is one of the preferred Social Networking Site (SNS) platforms used by millions of people worldwide. Facebook users often use its unique creative applications and in the process also make use of smart abbreviations and ingenious expressions for everyday interactions. It is quite apparent that in such type of electronic communication and user-oriented media it is imperative to understand casual written English, which often does not conform to the rules of spelling, grammar and punctuation. It is generally being observed that repeated Facebook usage has the potential of providing the user new expressions of language through its various available features. Within the framework of such observations, this paper discusses the impact of Facebook on English language use of the youth in India. The study employed a survey design among young professionals, home-makers and graduate students, to fulfil the objectives. The results revealed a few surprising particulars. The key findings show that: i. as perceived by the youngsters themselves, by ‘facebooking’ there is mark deterioration in their English writing skills, ii. not many changes are seen in their day-to-day English language use despite their remaining abreast of the latest colloquial and casual English, and iii. Facebook is used by young people mainly for recreation purpose and any improvement that is seen in their English language skills is purely incidental. DOI: http://dx.doi.org/10.3126/nelta.v18i1-2.10326   Journal of NELTA, Vol 18 No. 1-2, December 2013; 1-17

scholarly journals The Use of Smartphones in Learning English Language Skills: A Study of University Students’ Perspectives

2021 ◽  
Vol 10 (1) ◽  
pp. 1
Author(s):  
Mohammad Abd Alhafeez Ali Ta’amneh
Keyword(s):  
Social Sciences ◽  
University Students ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
First Semester ◽  
Academic Year ◽  
English Language Skills ◽  
Learning English

This study investigated students’ perspectives about the use of smartphones in learning English language skills. It discussed the benefits and difficulties of using smartphones in the process of learning. The sample consisted of one hundred and fifty-one students enrolled in the first semester of the academic year 2019/2020 in different English courses taught at Taibah University (Badr Branch). The researcher designed a questionnaire depending on the previous studies investigated the role of smartphones in the process of teaching and learning. The participants were asked to decide at which level they agreed with each statement. The researcher analyzed data through Statistical Package for Social Sciences by applying mean scores and standard deviations. The results according to the students’ answers were positive with moderate usage of their smartphones in their attempt to learn English. Moreover, the results showed that there were no difficulties faced by students during the process of learning through smartphones.

Formalizing Informal CALL in Learning English Language Skills

2020 ◽  
pp. 161-182 ◽  
Author(s):  
Norizan Abdul Razak ◽  
Amr Abdullatif Yassin ◽  
Tg Nor Rizan Tg Mohamad Maasum
Keyword(s):  
Adult Learners ◽  
Learning Strategies ◽  
Teaching And Learning ◽  
English Language ◽  
Language Skills ◽  
Educational Background ◽  
Structured Interviews ◽  
Self Directed Learning ◽  
English Language Skills ◽  
Learning English

This chapter aimed at exploring how to formalize informal CALL in learning English language skills. The focus of the study was on learners' ICT skills and learning strategies and CALL elements. The data were collected through semi-structured interviews with four learners. The findings showed that adult learners in this age of technology do not need any training to use CALL to study English language. Moreover, adult learners have acquired the learning strategies needed for studying English informally through CALL. In terms of CALL elements, the findings showed that there is a need to integrate the elements of behaviorist CALL, cognitive CALL, and constructivist CALL to make informal CALL more effective. Therefore, the focus should be directed to providing professionally-designed CALL tools that suffice the needs of the learners by those who have educational background about language teaching and learning. This will enhance informal CALL learning and make self-directed learning more efficient.

Improving English L2 Writing in Web Communication: Can Peer Feedback Help?

Fachsprache ◽  
2018 ◽  
Vol 40 (3-4) ◽  
pp. 94-121
Author(s):  
Marian Flanagan ◽  
Carmen Heine
Keyword(s):  
Higher Education ◽  
English Language ◽  
Language Skills ◽  
Peer Feedback ◽  
Status Quo ◽  
Teacher Feedback ◽  
Written Feedback ◽  
Feedback Process ◽  
English Writing ◽  
Web Communication

As teachers of English as a second language (L2) in web communication, our aim is to help L2 students improve their spoken and written English language skills. Teacher feedback has been shown to do this in some cases. However, only using teacher feedback can put huge pressure on the teacher, both in terms of time and resources. This paper describes and discusses our attempt at introducing peer feedback as an additional way of providing students with feedback on their English writing. Before conducting this study, we did not know if peer feedback would be feasible in our teaching environment or whether it would benefit the students and teachers. Our aim was to establish a status quo of our students’ abilities in providing and implementing peer feedback. We introduced peer-feedback tasks and focused on the types of feedback provided by the students, the phrasing of the feedback, both when implemented and not implemented by the students, and the types of revisions made by the students. Our findings allowed us to develop peer-feedback process guidelines for web communication as a way towards improving written feedback processes in higher education, and hopefully for others to adapt and implement in their own communication classrooms.

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