scholarly journals The Outcome of Authentic Material-Based Teaching in a Speaking Class

2021 ◽  
Vol 5 (2) ◽  
pp. 216-230
Author(s):  
Harsya Danang Pradana ◽  
Ouda Eda Tena
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
World Englishes ◽  
English Language Education ◽  
Authentic Material ◽  
Speaking Proficiency ◽  
Language Outcome ◽  
Method Of Instruction ◽  
Future Direction

This study was conducted to analyze the language outcome variety of authentic material-based speaking classes of a private university in Yogyakarta. The acceptance of World Englishes variants in the world has led to several changes in English language education, one of them being the focus on native-like accents that has previously been the focus of English language classes. Authentic material, teaching materials created by native speakers of a language, is one way that has been proven to be effective for teaching. However, instead of checking its effectivity, this study researches the language variant of the students. To that end, the researcher interviewed five teachers of speaking classes from a private university in Yogyakarta. The results of the research show that despite all classes using authentic material as a method of instruction, the language variation of the students vary. Some students attained native-like speaking proficiency, while others speak in the Indonesian variety of World Englishes. The future direction of any subsequent research to succeed this one is to find out how this phenomenon could happen.

scholarly journals Motivational Teaching Strategies in Indonesian EFL Writing Classrooms

2017 ◽  
Vol 17 (1) ◽  
pp. 60
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Teaching Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Language Education ◽  
Private University ◽  
First Year ◽  
Motivational Strategies ◽  
English Language Education ◽  
First Year Students ◽  
Efl Writing

This qualitative study explores motivational teaching strategies employed in English as a foreign language (EFL) writing classrooms and designs a sample of lesson plans elaborating the strategies that were reflected from open-ended questionnaires of sixty-five first-year students at English Language Education Program in a private university in Indonesia. The data analysis reveals possible motivational strategies that are classified into Dornyei’s (2001) framework of motivational teaching practice. Based on the analysis, the study reinforces a view that teachers can motivate their students to learn and they use particular teaching strategies to motivate their students. Eventually, this study hopes to provide insights for EFL teachers espousing similar teaching practices, so they can enhance their students’ motivation, particularly in their EFL writing classrooms.

scholarly journals VOCABULARY MASTERY STRATEGIES USED BY INDONESIAN EXTENSIVE READING LEARNERS

Prominent ◽  
2021 ◽  
Vol 4 (1) ◽  
pp. 1-18
Author(s):  
Listyani Listyani ◽  
Onie Pradina
Keyword(s):  
Foreign Language ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Extensive Reading ◽  
English Language Education ◽  
Qualitative Research Design ◽  
Central Java ◽  
Social Strategy ◽  
The Social

Vocabulary mastery is a key aspect of foreign language leaning. Various methods can be used to improve vocabulary mastery. This present study was conducted to find out what strategies the learners of the Extensive Reading Course used in mastering the vocabulary in an English Language Education Program (ELEP) at a private university in Central Java, Indonesia, based on the Schmitt (2000) theory. The strategies discussed in this study are the determination, metacognitive, cognitive, memory and social strategy. In this study, a qualitative research design was applied to collect the data using questionnaire with open-ended questions. There were fifty-six participants of three Extensive Reading classes for this study. The result of the study showed that the determination strategy was the most preferable. Most of the participants used that strategy to enrich their vocabulary, while the social strategy was the least used. It was found that most of ER learners used determination strategies to mastery vocabulary.

scholarly journals The Pedagogical Practicum Journey Towards Becoming an English Language Teacher

2019 ◽  
Vol 21 (1) ◽  
pp. 173-185 ◽  
Author(s):  
Edgar Lucero ◽  
Katherin Roncancio-Castellanos
Keyword(s):  
Teaching Practices ◽  
English Language ◽  
Language Education ◽  
Private University ◽  
Language Teachers ◽  
Mentor Teachers ◽  
English Language Education ◽  
Teaching Experiences ◽  
English Language Teachers ◽  
Practicum Experiences

This article discusses English language pre-service teachers’ pedagogical practicum experiences. We compiled, from their teacher journals and group talks, the lived teaching experiences of a group of 34 pre-service teachers who were majoring in English language education at a private university in Bogota, Colombia. The analysis of their stories makes us realize that their first practicum experiences are full of feelings and emotions, and that their first teaching practices are based on their mentor teachers’ pieces of advice. These first experiences, in turn, develop the foundation upon which they build themselves as English language teachers.

scholarly journals Rethinking Global Jinzai Policy: Exploring University Students’ Attitudes

2020 ◽  
Vol 2019 (1) ◽  
pp. 160
Author(s):  
Beni Kudo ◽  
Giancarla Unser-Schutz
Keyword(s):  
University Students ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Private University ◽  
Educational Policies ◽  
Education Policies ◽  
English Language Education ◽  
Students Attitudes

Discussions on English education policies often focus on their reception by teachers. However, this can overlook what students think about policy, and students’ support of policies may be crucial to their success. This is especially relevant to English education at universities, given the autonomy that university students have. To understand what students think about policies, a survey on certain aspects of Japanese educational policies and English language education was conducted at a private university. The survey focused on students’ attitudes towards guroubaru jinzai or global workers, a buzzword in Japanese EFL policies. Overall, students reported interest in becoming global workers, but they did not feel that this was realistic for themselves. This suggests that to gain the support necessary from students for their own cultivation as global workers in line with current EFL policies, it may be necessary to show the relevance to their own lives, from their own perspectives. 文科省の英語教育におけるポリシーの１つは「グローバル人材育成」であるが、大学英語教育では、学習に対する学生の主体的な意識や態度が重要である。中堅大学の学生を対象とした調査の結果、彼らは「国際的に活躍することが現代社会で求められている」と認識している一方、「そのような人材になることは自分にとって現実的ではない」と考えていることが分かった。理由の１つは「英語に対する自信のなさ」であるが、同時に「英語学習」には興味を持つ学生も多かった。「グローバル人材の必要性の認識」と「英語学習に対する興味」を利用することで、中堅大学の学生にとっても文科省のポリシーの実現が可能であると考えられる。

scholarly journals Investigating Students’ Experiences and Preferences on Tools and Activities in Emergency Remote Learning Amidst Covid-19 Pandemic

Al-Lisan ◽  
2021 ◽  
Vol 6 (1) ◽  
pp. 36-57
Author(s):  
Ratnawati Ratnawati ◽  
Indah Nurhasanah
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Structured Interview ◽  
English Language Education ◽  
Study Program ◽  
Classroom Activities ◽  
Case Evaluation ◽  
Research Findings ◽  
Learning Platforms

The study investigates students’ recognition, students’ preferences, and students’ reasons for learning platforms, tools, and activities in the Emergency Remote Teaching (ERT) context. The intrinsic case study is used in the present study, which fully expected the quality of improvement and case evaluation can be carried out. The purposive sampling was used with 25 students of third-year class at a private university in West Java at English language education study program. In collecting the data, mixed questionnaire, participant classroom observation, and online semi-structured interview were distributed and conducted during the meetings, then analysed descriptively and thematically. The research findings point out that students positively responded to utilising Google Classroom for written synchronous and Zoom Cloud Meeting for virtual synchronous. To sum up, both platforms are recommended to be utilized in the online atmosphere for ERT. Further actions call for other researchers and educators to utilize them in classroom activities with similar backgrounds and problems. Besides, it is recommended for other researchers to conduct further studies related to the present field. 

scholarly journals ENGLISH LANGUAGE EDUCATION PROGRAM SECOND-YEAR STUDENTS’ SPEAKING DIFFICULTIES IN AN ACADEMIC SPEAKING CLASS

2021 ◽  
Vol 2 (2) ◽  
pp. 73-88
Author(s):  
Satya Monique Saragih ◽  
Listyani - Listyani
Keyword(s):  
Education Program ◽  
English Language ◽  
Mother Tongue ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Academic Context ◽  
Central Java ◽  
Second Year ◽  
The Right

Academic Speaking class is the last speaking class that students at an English Language Education Program (ELEP) have to take. However, to pass this class is not very easy because the students had to be able to speak in an academic context. Seeing this phenomenon, the researchers tried to identify the second-year students’ difficulties in the Academic Speaking class, in a private university in Central Java. There are three research questions in this research, “What are ELEP second-year students’ speaking difficulties in Academic Speaking class?”, “What factors contribute to the speaking difficulties in Academic Speaking class?’, and What strategies do the Academic Speaking students employ to overcome the difficulties?”. This research used both qualitative and quantitative approaches that took place at an ELEP and involved 38 participants from three Academic Speaking classes. The data were taken using questionnaires and interviews. This study acknowledged 8 difficulties in speaking English, difficulties in dealing with anxiety, over-using mother tongue, giving a spontaneous response, learning unfamiliar and strange accents, expressing ideas, finding the right lexicon, ordering the right grammatical patterns, and dealing with a competitive environment. Subsequently, the factors which contributed to the difficulties were students’ lack of confidence and lack of vocabulary. The findings of the study are hoped to be advantageous for both students and teachers in the Academic Speaking class.

scholarly journals Investigating Preposition Usage Problems of English Language Education Study Program Students

2021 ◽  
Vol 2 (1) ◽  
pp. 19-34
Author(s):  
Albertus Agung Sanjaya ◽  
Barli Bram
Keyword(s):  
English Language ◽  
First Language ◽  
Language Education ◽  
Private University ◽  
English Language Education ◽  
Study Program ◽  
English Grammar ◽  
Education Study ◽  
Students First ◽  
Incorrect Usage

As one of the English grammar elements, prepositions might be considered difficult for students of English as a foreign language (EFL). Many studies on this topic have been conducted but it remains problematic and unresolved. Accordingly, the researchers aimed to explore the prepositions in this paper. Gathering the data from fifty acknowledgments of undergraduate theses of the English Language Education Study Program (ELESPA) of a private university in Yogyakarta, the researchers analyzed preposition usage problems that occurred in the acknowledgments. Results showed that three main problems involving the use of prepositions, namely the misselection of prepositions for, in, and to, insertion of prepositions about and to, and omission of prepositions about. Factors causing the problems were investigated and it was found that students’ first language (L1) influenced the incorrect usage of English prepositions.

scholarly journals Students’ Perceptions on English Fun Fair as an Implementation of Project-Based Learning in Speaking for Social Purposes Classes

2021 ◽  
Vol 20 (1) ◽  
pp. 73
Author(s):  
Ardela Indri Apriliani ◽  
Listyani Listyani
Keyword(s):  
English Language ◽  
Language Education ◽  
Private University ◽  
Project Based Learning ◽  
Structured Interviews ◽  
English Language Education ◽  
Central Java ◽  
Efl Students ◽  
Implementation Models ◽  
Speaking Skills

English Fun Fair is one of the implementation models in Project-Based Learning (PBL) which involves learning through various tasks and collaborative learning. Particularly, the project was implemented in Speaking for Social Purposes classes at an English Language Education Program, at a private university in Central Java, Indonesia. The study aimed to investigate students' perceptions of the influence of English Fun Fair which consisted of the benefits and challenges of the project. The participants of the study were fifty (50) students from 2016, 2017, and 2018 Academic Year who had taken Speaking for Social Purposes course and had done English Fun Fair. To gain data more deeply, the researchers used a qualitative method. The instruments used were open-ended questionnaires and semi-structured interviews. In the questionnaires, the participants answered some questions related to this study. After that, as a follow-up of the answers in the questionnaires, the researcher did interviews. Besides that, the data showed that improving speaking skills was the most dominant benefit mentioned by the participants. However, problems in speaking skills also became a challenge which they experienced a lot. Expectantly, the findings from this study can give views for EFL teachers about the benefits of this project and for EFL students can develop their speaking and other skills.

scholarly journals Characteristics of Effective English Teacher for Millenials

2021 ◽  
Vol 6 (2) ◽  
pp. PRESS
Author(s):  
Andi Wirantaka ◽  
Putri Anggia Wahyudianawati
Keyword(s):  
English Language ◽  
Lesson Plan ◽  
Language Education ◽  
Private University ◽  
Motivation To Learn ◽  
Education Department ◽  
English Language Education ◽  
Language Teacher ◽  
And Control ◽  
Affective Skills

The millennial era is an era of digital technology in which people are close to technology and have instant access to information. This study investigated students' perception of the characteristics of an effective English language teacher in the millennial era. This study used a qualitative approach and used a descriptive qualitative design and took place at a private university in Yogyakarta. The participants were four students of the English Language Education Department (ELED) batch 2016. In collecting the data, the researcher interviewed the participant. The findings showed that in socio-affective skills, an effective English language teacher in the millennial era should enhance students' motivation to learn, create a good classroom atmosphere, have good relationships with the students and other teachers, and understand students' character. In pedagogical knowledge, an effective English language teacher should give feedback, have a valuable ability to explain the lesson, ensure students' understanding of the lesson. They also should have a lesson plan, utilize and apply technology, allow students to write a reflection, and control class activities. In knowledge subject matter, an effective English language teacher should be knowledgeable and master English well. Lastly, an effective English language teacher should have personality traits such as intelligent, caring, friendly, disciplined, creative, kind, patient, humorous, responsible, open-minded, and professional. The findings implied that to teach students in the millennial era effectively, teachers should possess and maintain the characteristics of an effective English language teacher.

scholarly journals The use of video-based reflection to facilitate pre-service English teachers’ self-reflection

2019 ◽  
Vol 14 (2) ◽  
pp. 147-165
Author(s):  
Indriretno Setyaningrahayu ◽  
Pramusita Raring Widhi ◽  
Elisabet Titik Murtisari
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Education ◽  
Private University ◽  
English Teachers ◽  
The Other ◽  
Analysis Method ◽  
English Language Education ◽  
Self Reflection ◽  
Central Java

As self-reflection is crucial for improving the professional identity of pre-service teachers, it is paramount to discover ways that may assist them to reflect more effectively. This study investigates how self-reflection may be enhanced by the use of video recording as compared to that which is facilitated only by students’ memories. Employing a descriptive qualitative analysis method, the research uses reflection journals and interviews from pre-service English teachers of two available microteaching classes of an English language education program in an Indonesian private university in Central Java. While the students in one class used video recording to help them reflect, those in the other class relied on memory. The findings showed that the reflections supported by video recording were more specific and more analytical, focusing more attention on management-related issues of the teaching. Those from the memory-based group, on the other hand, tended to be general and descriptive with more accounts on personal feelings.

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