scholarly journals NEED ANALYSIS IN ENGLISH LANGUAGE LEARNING (ELL) CURRICULUM DEVELOPMENTS

2020 ◽  
Vol 3 (2) ◽  
pp. 58
Author(s):  
Dedi Aprianto
Keyword(s):  
Curriculum Development ◽  
Language Learning ◽  
Curriculum Design ◽  
English Language ◽  
Educational Programs ◽  
English Language Learning ◽  
Learning Program ◽  
Language Program ◽  
Need Analysis ◽  
Learning Programs

Lately, the arguable consensus of curriculum has many of cavities, the experts, academicians, and stake-holders, take position, in purpose of settling the curriculum problems. The globalizing aspects of life must have had the curriculum makers do the revisions as well as developments toward the present curriculum. Developing curriculum should be setting out needs of students hence it must be related to the contexts. So, competitiveness as the keystone to develop the students’ needs. The development of the language learning curriculum should be paid attention in terms of constructed curriculum design having based on the theoretically-constituted frameworks. In the context of curriculum development, the basic assumption which should be considered in the educational programs, that is, the analysis of students’ needs. Need analysis as part of system approach to curriculum developments in the scope of educational programs. This procedure let most of linguists to employ needs analysis as the basis to language learning curriculum. The usage of such procedure is underlain upon the learners’ needs toward competitive world. In addition, the development and implementation of English Language Learning programs must be approached to the three aspects of English learning programs. These have different implications to the curriculum development, that is, each of them differs in relation to the input, process, and output. Thus, the general part of English language program curriculum design can be divided to forward design; concerning to the syllabus design, center design; the methodology of learning , and backward design; the assessment is based on the learners’ outcomes. In turn, the three designs of language learning program must be in accordance with philosophical purposes of curriculum.

scholarly journals CRITICAL REVIEW OF FORMATIVE ASSESSMENT PRACTICES IMPLEMENTED IN ENGLISH LANGUAGE LEARNING PROGRAMS IN SINDH

2021 ◽  
Vol 9 (3) ◽  
pp. 703-712
Author(s):  
Syed Usman Hashmi ◽  
Syed Qaiser Hussain ◽  
Tahira Adeel Zaman ◽  
Samra Arshad ◽  
Naeem Akhtar
Keyword(s):  
Formative Assessment ◽  
Language Learning ◽  
English Language ◽  
Language Teachers ◽  
English Language Learning ◽  
Learning Program ◽  
Assessment Technique ◽  
Constructive Feedback ◽  
Learning Programs ◽  
Language Classrooms

Purpose of the study: The purpose of this study is to explore the merits and demerits of a formative assessment technique used in an English language learning program in Sindh. The teachers teaching the English language to the students of rural Sindh in an English language program implemented a formative assessment technique and in the end, shared their views about the effectiveness of the program. Methodology: The research is based on a qualitative method. Formative assessment was conducted in a language teaching program in rural Sindh. At the end of the program, 6 male and 12 female teachers, who were selected on purposive sampling method, participated in a focused group interview to share their views about the merits and demerits of the formative assessment technique. The data was analyzed using content and thematic analysis. Main Findings: The merits of the formative assessment technique used were reported as helpful in identifying the learning gaps, providing constructive feedback, identifying the students’ strengths, empowering the teachers, and creating a stress-free assessment. Similarly, the demerits were reported as being time-consuming, unconventional assessment strategies, and creating a lack of professional development to adopting a new strategy. Applications of this study: Many language teachers regularly implement formative assessment in their language classrooms and are always in search of some good material to make their formative assessment more fruitful and result-oriented. This study will be useful for such teachers. They can benefit from the findings of the study and improvise their method of formative assessment. Novelty/Originality of this study: The study is one of its kinds using the teachers’ perspectives to explore the effectiveness of drawbacks of formative assessment technique. People who have recently joined the teaching fraternity must be inquisitive about various techniques of assessment. This study is going to assist them in not only deciding whether they want to implement formative assessment in class, but it will also prepare them in advance to encounter the limitations of formative assessment and take necessary measures to address these limitations.

scholarly journals The undergraduate students’ beliefs about English language learning; a survey study in Madurese context

LEKSIKA ◽  
2020 ◽  
Vol 14 (2) ◽  
pp. 60
Author(s):  
Fithriyah Rahmawati
Keyword(s):  
Language Learning ◽  
Learning Style ◽  
Undergraduate Students ◽  
Teaching And Learning ◽  
English Language ◽  
Survey Study ◽  
First Year ◽  
English Language Learning ◽  
Learning Program ◽  
Beliefs About Language Learning

The discussion in line with students’ beliefs about language learning is still popular nowadays since it is believed that the student’s beliefs may influence the language learning process, such as motivation, learning style, and strategies, etc. which later ultimately affected the success of language learning. This study was conducted to investigate how students of the English program at IAIN Madura (State Islamic Institute of Madura), Indonesia, express their beliefs about English language learning. This study was implemented in terms of survey study in which the data was primarily gathered by administering the questionnaire entitled Beliefs About Language learning Inventory (BALLI) of Horwitz’s (1987). The questionnaires were administered to students of English teaching and learning program through Google form. About 144 undergraduate students in the first year have participated in this study.  The finding revealed the students’ beliefs in terms of percentage of agreements in all area of BALLI, namely language aptitude, the strategy of learning and communication, the nature of learning language, motivation and expectation in learning, and the difficulty faced by students

scholarly journals BENEFITING FROM RUANGGURU FOR TEACHING ENGLISH: TEACHER’S PERSPECTIVE

2021 ◽  
Vol 8 (2) ◽  
Author(s):  
Kamal Yusuf ◽  
Chalifia Rafidah
Keyword(s):  
Online Learning ◽  
Language Learning ◽  
English Language ◽  
Online Course ◽  
English Language Learning ◽  
Snowball Sampling ◽  
Teaching English ◽  
Internet Connection ◽  
Learning Programs ◽  
Teacher's Perspective

Technology has been successfully attracting human’s life, including in education. It can be seen that there are a lot of online learning especially in English language learning that can be accessed by everyone in everywhere. In Indonesian context, Ruangguru is an example of an online course that most popular used nowadays. This paper aims at exploring the way of teaching practices that used by teachers and challenges they faced in teaching English in Ruangguru. This study is a descriptive qualitative using interview as the instrument of data. The respondents of this present study are teachers who teach English from different level of students and learning programs that were chosen by snowball sampling. This study found that most of the teachers have similar methods of teaching such as preparing materials reading and having knowledge before delivering lesson to students. The teachers also faced corresponding challenges such as internet connection and difficult question that should be answered directly.

scholarly journals A development model of web-based English language learning programs

2008 ◽  
Vol 11 (1) ◽  
pp. 212-238
Author(s):  
Seikyung Cho ◽  
정의석 ◽  
Sangmin Lee ◽  
Jung Tae Kim ◽  
Ko, Beom-Seog
Keyword(s):  
Language Learning ◽  
English Language ◽  
Development Model ◽  
English Language Learning ◽  
Web Based ◽  
Learning Programs

scholarly journals Management of English Language Learning Process for Children and Adolescent through Distance Learning Program at Homeschooling

2020 ◽  
Vol 2 (2) ◽  
pp. 37-47
Author(s):  
Musdalifah Ifah Rahman
Keyword(s):  
Information Technology ◽  
Distance Learning ◽  
Language Learning ◽  
English Language ◽  
Learning Program ◽  
Online Programs ◽  
Children And Adolescent ◽  
Control Programs ◽  
Learning Programs ◽  
Distance Learning Program

The research aimed to illustrate how distance learning programs can be organized or administered at "Primagama Course Place" in Makassar. This study combined qualitative development with the design of the case study. For this study, the writer has used several measures to collect data: interviews, observations, and documents. With the credibility, transferability, reliability, and confirming ability the validity of the information was checked. The final results of the study indicated that the students were planning the online classes, learning sources, information technology, and developing the curriculum. The most recent study findings showed that online preparation was developed, sources were studied, information technology and curriculums design were developed; students were able to understand the online programs and other books through their IT; distance learning framework was introduced by the day-to-day newspaper and parent control; programs evaluated.

scholarly journals THE USE OF INFORMAL ASSESSMENT IN EVALUATING STUDENTS’ SPEAKING ABILITY: STUDENTS’ AND TEACHERS’ VOICES

2020 ◽  
Vol 3 (3) ◽  
pp. 208
Author(s):  
Arifin Nur Himawan ◽  
Dinar Purwati
Keyword(s):  
High School ◽  
Language Learning ◽  
Curriculum Design ◽  
English Language ◽  
Phenomenological Study ◽  
Language Skills ◽  
Structured Interview ◽  
English Language Learning ◽  
Speaking Test ◽  
Informal Assessment

In this era, English becomes an important subject to be learned in senior high school. In the case of English Language Learning, the curriculum design (K13) required the students to have critical thinking and active learning that should be master both written and spoken. Unfortunately, there are major problems faced by the students such as less confidence and low motivation in speaking. Thus, this research is conducted under a phenomenological study at SMA Muhammadiyah 2 Yogyakarta. There are two teachers and ten students who participate in the study. The Semi-structured interview had been conducted to obtain some information related to the students’ and teachers’ perceptions toward the use of informal assessment in assessing speaking. The result presents that the use of informal assessment is useful to improve the students’ interest to perform speaking and enhance the students’ confidence and motivation to perform the speaking test. Hence this research has some implications for other researches to develop a further discussion about the use of informal assessment in other language skills.

The Speech-Language Assessment of English Language Learning Students: A Non-Standardized Approach

2013 ◽  
Vol 14 (4) ◽  
pp. 95-101 ◽  
Author(s):  
Robert Kraemer ◽  
Allison Coltisor ◽  
Meesha Kalra ◽  
Megan Martinez ◽  
Bailey Savage ◽  
...  
Keyword(s):  
Language Learning ◽  
Language Impairment ◽  
Specific Language Impairment ◽  
English Language ◽  
Language Assessment ◽  
The United States ◽  
English Language Learning ◽  
Assessment Practices ◽  
Evidence Based ◽  
English Speaking

English language learning (ELL) children suspected of having specific-language impairment (SLI) should be assessed using the same methods as monolingual English-speaking children born and raised in the United States. In an effort to reduce over- and under-identification of ELL children as SLI, speech-language pathologists (SLP) must employ nonbiased assessment practices. This article presents several evidence-based, nonstandarized assessment practices SLPs can implement in place of standardized tools. As the number of ELL children SLPs come in contact with increases, the need for well-trained and knowledgeable SLPs grows. The goal of the authors is to present several well-establish, evidence-based assessment methods for assessing ELL children suspected of SLI.

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