scholarly journals Tutorial You tube: English Learning Media Under the Frame Work of Students’ Need Analysis in EFL class

2019 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Rina Herlina
Keyword(s):  
Classroom Observation ◽  
Learning Activity ◽  
English Teacher ◽  
Teaching English ◽  
Learning Session ◽  
Need Analysis ◽  
Efl Students ◽  
Frame Work ◽  
Time Allotment ◽  
Learning English

This study reports how Tutorial YouTube (TYT) is used to teach English to support learning activity in EFL class in Galuh university considering that the students still require English knowledge to complete and polish what they learn in the classroom. The language media in TYT is presented in Indonesian language because it is only for Indonesian students. In the making of TYT, students' need analysis (SNA) is required to find out students' weakness in learning English. It's usually all about what language features they need and what constructed videos need to be uploaded. The purpose of the study is to find out the process of how non-native English teacher (NNET) proceeds SNA underpinning the construction of TYT for the sake of enhancing students' English performance.This case study took place in one of private universities in West Java. One English teacher, in particular English lecturer, participated for the interview and class observation. The interview result was crosschecked with the classroom observation under the Triangulation process. The goal of Triangulation is to get deep result and finding of the research. Thus, the result shows that NNET uses SNA-based TYT. She observes what the students need by scanning them all the way through during the learning session. If she thinks that her students need enrichment in one of language features, she will construct a TYT and upload it. This kind of classroom observation might scaffold the teacher in teaching English to EFL students since the time allotment in teaching English in the class can not cope with many aspects of language features. The conclusion is TYT, as the learning media, is developed based on SNA and it is fruitfull to be implemented to fulfill what the students need in learning English.

scholarly journals Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context

2018 ◽  
Vol 14 (8) ◽  
pp. 102
Author(s):  
Rashed Zannan Alghamdy
Keyword(s):  
Saudi Arabia ◽  
Social Skills ◽  
Training Program ◽  
Qualitative Data ◽  
English Teachers ◽  
English Teacher ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Students

This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

Attitudes and Motivation of Turkish EFL Students towards Second Language Learning

2000 ◽  
Vol 129-130 ◽  
pp. 141-168 ◽  
Author(s):  
Z. Kiziltepe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Teachers ◽  
Foreign Languages ◽  
English Teacher ◽  
English Classes ◽  
Motivational Intensity ◽  
Efl Students ◽  
Learning English

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.

scholarly journals Teacher's Reinforcement in Teaching English at High School Level

2020 ◽  
Vol 1 (1) ◽  
pp. 31-40
Author(s):  
Dian Frahesti ◽  
Harum Natasha
Keyword(s):  
High School ◽  
School Level ◽  
English Teacher ◽  
Motivation To Learn ◽  
Teaching English ◽  
Token Reinforcement ◽  
High School Level ◽  
Verbal Reinforcement ◽  
Interest And Motivation ◽  
Learning English

This study aims to determine the teacher's reinforcement in teaching English at the high school level. This is important to do because strengthening is one of the strategies that teachers can apply in increasing interest and motivation to learn to achieve satisfactory student achievement. This research uses qualitative methods with descriptive techniques. In data collection, researchers conducted interviews and observations on teachers of SMA Islam Negeri 2 Kuantan Singingi to determine the components of reinforcement used by teachers in learning English. The results of this study indicate that the English teacher uses verbal and non-verbal reinforcement in learning English. For verbal reinforcement, the teacher uses reinforcement with words and reinforcement with sentences. For non-verbal reinforcement, the teacher uses gesture reinforcement, closeness strengthening, contact strengthening, activity reinforcement, and token reinforcement. The reinforcement most often used by teachers in teaching English was reinforcement with words, while the reinforcement that was rarely used by teachers was token reinforcement.

scholarly journals IMPLEMENTING DATA-DRIVEN LEARNING INTO ENGLISH GRAMMAR PEDAGOGY: A BASIC INTERPRETATIVE STUDY IN A VOCATIONAL CLASSROOM IN KARAWANG

2020 ◽  
Vol 2 (1) ◽  
pp. 25-30
Author(s):  
Abdul Muis Muhyidin
Keyword(s):  
Classroom Observation ◽  
Data Driven ◽  
English Teacher ◽  
Research Subject ◽  
Teaching English ◽  
English Grammar ◽  
Research Questions ◽  
Vocational High Schools ◽  
Teaching Grammar

This study described an implementation of data driven learning in teaching English grammar. To answer of research questions, this study used a qualitative approach with basic interpretative study. The study was conducted in one of vocational high schools in Karawang, involving one English teacher and six students as research subject. To investigate to what extent English teacher applied data-driven learning in teaching English grammar, this study collected data from classroom observation, interviews and studying documents. The results showed that the data driven learning was implemented in teaching grammar through four stages of teaching procedures, including pattern formation through exploring BNC data, explicit explanation from teacher to conform or to correct students’ findings, follow-up exercises through homework, then classroom production and teacher’s feedback on it.

scholarly journals Presentation – Practice – Production (PPP) Method: An Alternative Method Used in Enhancing student’s Vocabulary Mastery

2018 ◽  
Vol 9 (1) ◽  
Author(s):  
Zohri Hamdani ◽  
Amrizal Amrizal
Keyword(s):  
Action Research ◽  
Teaching Strategies ◽  
Analysis Data ◽  
Islamic Education ◽  
English Teacher ◽  
Teaching English ◽  
Standard Score ◽  
Alternative Method ◽  
General Lesson ◽  
Learning English

The purposes of the study were to describe application of PPP method in teaching vocabulary at University of Muhammadiyah Lampung, especially General lesson in Islamic Education and to know the result of students’ vocabularies achievement after teaching by using PPP method. The population of study was University of Muhammadiyah Lampung, especially General lesson in Islamic Education. And there were thirty students as sample. The data of collecting method used documentation and test. The analysis data used mean of average. The students’ mastery of vocabularies has improved after PPP method was given. It was supported by the significant different result of the standard score that has been taken from the English teacher, mean was lower 59.5 than the last score in action research, mean was 72.5. The following suggestions are offered. First, the use of a PPP Method should be maintained frequently and recommended to the English teacher, especially to teach children around 7-10 in order to attract their motivation in learning English to be more interested. Second, a teacher should be clever in creating a contusive situation; try to apply other teaching strategies so that the class becomes alive. Hopefully, there would be further studies on teaching English using PPP Method.

scholarly journals The Teaching Style of English Teachers in Maintaining Students’ Motivation in Learning English at SMA Negeri 1 Enrekang

2019 ◽  
Vol 1 (1) ◽  
pp. 53-62
Author(s):  
Umiyati Jabri
Keyword(s):  
Teaching Style ◽  
Teaching Styles ◽  
English Teachers ◽  
Likert Scale ◽  
Second Grade ◽  
English Teacher ◽  
Teaching English ◽  
Second Grade Students ◽  
The Mean ◽  
Learning English

Purposes: This research aimed at finding the teaching style by English teachers in teaching English to second grade students at SMAN 1 Enrekang, teaching styles that second grade students of SMAN 1 Enrekang favor, and whether the teaching style of the teachers of English maintain the motivation of the second grade students. Methodology: The sample consisted of two teachers and 30 students in two classes. In this research, the data were obtained through three kinds of instruments namely, observation checklist, questionnaire, and interview. Findings: The result showed that the teaching style of English teacher of XI IPA 3 was auditory while the English teacher of XI IPS 1 was visual auditory, both two classes of XI IPA 3 and XI IPS 1 favored kinesthetic visual teaching style, and the teachers could maintain the motivation of both two classes based on the result of mean score showed that it was positive. The result of questionnaire calculation of XI IPA 3 students was 94.5 with the mean was 3.94. The result of questionnaire calculation of XI IPS 1 students was 95.4 with the mean was 3.97. Implication: The results were considered to be positive as stated in Likert Scale.

scholarly journals EFL learners� perspective on English Honorifics (EHs) in Indonesia

2020 ◽  
Vol 1 (1) ◽  
pp. 32
Author(s):  
Rina Herlina ◽  
Wawan Tarwana
Keyword(s):  
Native Speaker ◽  
Classroom Interaction ◽  
Teaching English ◽  
Linguistic Features ◽  
Cultural Encounters ◽  
Efl Learners ◽  
Efl Students ◽  
Clan Identity ◽  
English Culture ◽  
Learning English

Indonesian EFL learners (IELs) have been familiar with the practice of English Honorifics/EHs (Mr, Mrs, Miss, Sir and Ma�am) for decades. Mr, Mrs, Miss are followed by family name as the clan identity and Sir and Ma�am are for respectful address for adult man and woman. However, in Indonesia, it�s been the phenomenon because there seem to be a collision between how EFL learners practice EHs with what EHs are supposed to be used in English culture. The purpose of this study is to clarify and verify how Indonesian EFL learners perceive on EHs that have been interpreted and practiced for decades in Indonesia. This study applies double approaches. First, cross cultural study which employs content analysis by means of analyzing how EHs are interpreted and practiced under the setting of Indonesian culture. The sources to be analyzed are obtained from English handouts, chats and texts in social media among EFL students, as well as script deriving from teacher-EFL students� classroom interaction. Second, case study which employs triangulation technique to examine some aforementioned sources. The result reveals that Indonesian EFL learners perceive that the practice of EHs (Mr, Mrs, Miss, Sir, Ma�am) have no difference with the ones applied in Indonesian culture. It means that there is no more difference in function between Mrs and Miss, Ma�am, Mr and Sir. Those have been considered the same in practice with Indonesian Honorifics (IHs) like ibu (Ma�am), bapak (Mr), nyonya (Mrs), dan nona (Miss) even though they have different function. �These have been conducted beyond EFL learners� culture awareness of how native speaker of English uses EHs because there is an assumption that learning English doesn�t include learning its culture. For most Indonesian EFL learners, learning English as a foreign language is a matter of learning basic skills and linguistic features. So, if there are any further cultural encounters during learning English, they will be switched automatically to Indonesian culture. This study recommends English teachers to keep teaching English culture during teaching English in order to avoid learners� misunderstanding in communication with English speaking people.

scholarly journals NEED ANALYSIS IN CURRICULUM DEVELOPMENT OF ENGLISH SYLLABUS AT BANTEN JAYA UNIVERSITY

2020 ◽  
Vol 3 (2) ◽  
pp. 102-107
Author(s):  
Dede Rohadi Fajri ◽  
Sisca Wulansari Saputri
Keyword(s):  
Data Collection ◽  
Subject Matter ◽  
Group Work ◽  
Analysis Data ◽  
Teaching English ◽  
Data Description ◽  
Need Analysis ◽  
Collection Data ◽  
Popular Subject ◽  
Learning English

The study used to be aimed at describing: (1) the goal needs of the students in learning English of Banten Jaya University, (2) the mastering needs of the students in mastering English of Banten Jaya University, and (3) the improvement at the teaching English syllabus. The topics of this study had been 152 students of the semester 1 of various departments of Banten Jaya University in the educational yr 2019/2020. The study consisted of data collection, data identification, data quantification, data description, and syllabus development. The English syllabus has been developed primarily based on the desires analysis data. The research instruments have been questionnaires and interview guides. The outcomes of the study are as follow. The goal needs of the students of Banten Jaya University in learning English are to enhance their English skills; the students’ proficiency is in the beginner level; studying English is useful for their subsequent career; the most popular subject matter; the center is photo illustration; the studying pastime is talking then reading comprehension; the trainer function is as a comments giver; the learners position is as energetic learners; and the setting is group work.

scholarly journals THE INFLUENCE OF ICE BREAKER TO STUDENTS’ MOTIVATION IN TEACHING ENGLISH

2020 ◽  
Vol 3 (2) ◽  
pp. 210
Author(s):  
Asti Solihat ◽  
Ayu Rindu Astuti ◽  
Intan Satriani
Keyword(s):  
High School ◽  
Foreign Language ◽  
Junior High School ◽  
Research Method ◽  
Junior High ◽  
English Teacher ◽  
Teaching English ◽  
The Subject ◽  
Learning English

This research is aimed at exploring ice breaker technique in teaching English for student at Junior High School in Cimahi. Based on the important of teaching English in Indonesia as foreign language. So by doing ice breaking before learning, it is expected that students can focus on the learning English process. In this research the writer used case study and qualitative research method. The subject of this research was on of an English teacher at One of Junior High School in Cimahi. The instrument of this research are observation, and interview. The result of this research is students’ to be focus and fun on learning English in the class.

scholarly journals Developing Vocabulary Material using Longtion Autorun Application for Hearing Impaired-Eleventh Grade Learners at SLB Negeri Cerme

2018 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Wulan Purnama Sari
Keyword(s):  
Research And Development ◽  
Base Material ◽  
Teacher Assessment ◽  
Hearing Impaired ◽  
English Teacher ◽  
Design Development ◽  
Analysis And Design ◽  
Implementation Evaluation ◽  
Need Analysis ◽  
Learning English

In the special education, especially hearing impaired learner, the students also learn English, but the learners have the difficulty in learning English vocabulary. There are several reasons for the learners who have the difficulties in learning English vocabulary. One of the reason is because they have physical and mental weakness. Learners of SLB Negeri Cerme also have the difficulties of learning English vocabulary. To help the learners in learning better vocabulary, the researcher will use longtion autorun application to show the picture, text and translation. Longtion autorun application as the base material of learning vocabulary will help learners achieve better vocabularies, which will make the learners more interested and understand the material easily by using some pictures and exercises. The research and development design uses ADDIE instructional design model, to develop vocabulary material using Longtion autorun application for hearing impaired-eleventh grade learners at SLB Negeri Cerme. The research was conducted in SLB Negeri Cerme, involving three hearing impaired learners of eleventh grade. In this research and development, the steps are: need analysis, design, development, implementation, evaluation. The need analysis gave some explanations; First, analysis of interviews with English teacher about the learning need, second, analysis of interviews with learners about their target need and learning need, third, curriculum document analysis. Researcher created a design instruction called material prototype as a framework that was used in developing syllabus and application. Researcher developed a material according to the result of need analysis and design. The activities of the learning are in three phases (pre, whilst, and post) Strategy. From the result of English teacher assessment, the score was 87,5. While the result of learner’s questionnaire about the product, the total score was 88,3. It belongs to the good category based on scoring. This second draft of material was considered as the final draft. The overall conclusion appears that the learners interested when they learnt English using Longtion autorun application because the materials were easy to understand, interesting, and suitable for eleventh grade hearing impaired learners. The researcher gives some recommendation, the next researcher could conduct the similar project to do the same research with different level and focus in order to enrich the variety of the research. For the teacher, this product could be used as a combination when they teach English to introduce the simple English vocabulary to the learners.

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