scholarly journals THE USE OF ENGLISH MOVIES ON IMPROVING STUDENTS’ INTEREST IN LEARNING ENGLISH AT SMP NEGERI 2 NGUNUT

2018 ◽  
Vol 2 (1) ◽  
pp. 4
Author(s):  
Anis Azimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Technology ◽  
English Teacher ◽  
Teaching English ◽  
High Participation ◽  
The Media ◽  
Interesting Learning ◽  
Learning Interest ◽  
Learning Language

In language learning, technology is an attractive media to the students, along with the development of the information technology, teacher should build up the learning process to be more interesting. Learning language successfully depends on many factors. One of the factors is interest of the learners themselves. Interest is an attitude favorably disposing and motivating one toward some objects, situations or idea. It relates to the activity which makes the learners to be involved in language learning process. In teaching English, teacher should conduct some techniques communicatively to build students ’ interest in learning process. Films are closed related to students ’ life. Younger likes watching movies or films. So, teacher can use films as the media in teaching English. It also can attract students to have high participation during learning process. Watching English movies can also be used as a technique to improve students ’ interest. It is not only improving students ’ interest, but also improving their achievement. Keywords : English Movie, Learning Interest.   Received: 6 February, 2017; Accepter: 15 March, 2017

scholarly journals THE USE OF ENGLISH MOVIES ON IMPROVING STUDENTS’ INTEREST IN LEARNING ENGLISH AT SMP NEGERI 2 NGUNUT

2018 ◽  
Vol 2 (1) ◽  
pp. 4
Author(s):  
Anis Azimah
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Learning Technology ◽  
English Teacher ◽  
Teaching English ◽  
High Participation ◽  
The Media ◽  
Interesting Learning ◽  
Learning Interest ◽  
Learning Language

In language learning, technology is an attractive media to the students, along with the development of the information technology, teacher should build up the learning process to be more interesting. Learning language successfully depends on many factors. One of the factors is interest of the learners themselves. Interest is an attitude favorably disposing and motivating one toward some objects, situations or idea. It relates to the activity which makes the learners to be involved in language learning process. In teaching English, teacher should conduct some techniques communicatively to build students’ interest in learning process. Films are closed related to students’ life. Younger likes watching movies or films. So, teacher can use films as the media in teaching English. It also can attract students to have high participation during learning process. Watching English movies can also be used as a technique to improve students’ interest. It is not only improving students’ interest, but also improving their achievement.Keywords : English Movie, Learning Interest. Received: 6 February, 2017; Accepter: 15 March, 2017

scholarly journals THE IMPLEMENTATION OF MEDIA IN ENGLISH LANGUAGE TEACHING

2014 ◽  
Vol 5 (1) ◽  
pp. 1-17
Author(s):  
Regina Rahmi
Keyword(s):  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Case Study Research ◽  
English Language Teaching ◽  
English Teacher ◽  
Teaching English ◽  
Moral Value ◽  
The Media

This study which was conducted at SD Islam Laboratorium Neuhen, Mesjid Raya is intended to figure out how the implementation of media in English language teaching to the six levels. The study was conducted case study research design. The population was 44 and the sample was taken by using nonprobability sample that is convenience sampling was 22 students and 1 English teacher. The research problems are: (1) what kinds of media are used by the teacher in teaching English? (2) how does the teacher implement media in teaching English? (3) what are the obstacles faced by the teacher in teaching English by using media (4) what are students’ responses toward using media in English language teaching? The data were collected by using instruments, namely: observation checklist sheets, questionnaire sheet, interview guidelines, and documentations.Based on the data analysis, it was found that (1) the English teacher at SD Islam Laboratorium used (a) smart phone as audio media (b) visual printed media such as book, magazine and newspaper (c) visual display media such as picture, flashcard, poster, realia/model/mock up, puzzle and blackboard (d) teacher herself as model (2) the teacher did three phases in using media. They are: (a) preparation; learning curriculum and syllabus, the teacher matches the basic competences with appropriate media, preparing the media, bring the media to the class, recognizing the types of the students (b) core activity; students’ question about media, student-centered in learning process while using media, good interaction in using media, cognitive-affective-psychomotor of the student in using media (c) closing; summarization of using media, motivation/moral value of using media, giving homework. In addition the teacher did positive performance in using media (3) some difficulties faced by the teacher in the implementation of media in English language teaching, they are: designing lesson plan and preparing appropriate teaching materials as media (4) the students' responses toward the implementation of media was very positive. The findings show that 90% of the students like to study English by using media. So, it is suggested that English teacher should use the media, because they are the effective tools in English teaching-learning process.

scholarly journals A Study on The Teaching Media used by The English Teacher at SMP Muhammadiyah 2 Malang

2020 ◽  
Vol 5 (2) ◽  
pp. 89-95
Author(s):  
Fajar Wirawan
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teacher ◽  
Teaching English ◽  
Qualitative Research Design ◽  
Active Video ◽  
The Media ◽  
The Subject ◽  
Power Point

Teaching media are commonly used by English teacher in teaching English in schools of Indonesia. The teacher uses media to encourage students’ motivation because it is one of important parts of success in learning process. Moreover, use of teaching media helps the teacher to connect learners with events that are culturally relevant in order to achieve the teaching and learning goal. SMP Muhammadiyah 2 Malang is a Junior High School with two inclusive classes. In this descriptive qualitative research design, the researcher limited the problem to the media used by English teacher in seventh grade inclusive classes at SMP Muhammadiyah 2 Malang. The subject of this study was one of the English teachers at SMP Muhammadiyah 2 Malang. Therefore, the purposes of this research were to know the media used by the English teacher, and to know the strengths and weaknesses the media  used by the teacher in teaching English at SMP Muhammadiyah 2 Malang. In collecting the data, the researcher used three kinds of instruments. They were observation, interview and documentation. Based on the data, the researcher found that the teacher utilized mobile phone, laptop, internet, digital projector, Microsoft Power Point, book, poster, real object, speaker active, video and Youtube as the teaching media used in teaching English. Additionally, the researcher also found that there were several strengths of using teaching media in teaching English. Those strengths were the media could make students active in in learning process and the students were focus to understand the material. However, the researcher also found that the weakness of using teaching media in teaching English. The weakness was it was difficult for the teacher to get students’ attention.Keywords: Teaching Media, SMP Muhammadiyah 2 Malang.

Which came first: Infants learning language or motherese?

2004 ◽  
Vol 27 (4) ◽  
pp. 505-506 ◽  
Author(s):  
Heather Bortfeld
Keyword(s):  
Language Acquisition ◽  
Word Recognition ◽  
Language Learning ◽  
Learning Process ◽  
Building Blocks ◽  
Speech Segmentation ◽  
Learning Language

Although motherese may facilitate language acquisition, recent findings indicate that not all aspects of motherese are necessary for word recognition and speech segmentation, the building blocks of language learning. Rather, exposure to input that has prosodic, phonological, and statistical consistencies is sufficient to jump-start the learning process. In light of this, the infant-directedness of the input might be considered superfluous, at least insofar as language acquisition is concerned.

scholarly journals Media-Support Teaching and Learning of English Language as a Second Language: Eliminating Stereotypes

2021 ◽  
Vol 14 (4) ◽  
pp. 94
Author(s):  
Nnenna Gertrude Ezeh ◽  
Ojel Clara Anidi ◽  
Basil Okwudili Nwokolo
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
New Technologies ◽  
Language Teaching ◽  
The Media ◽  
Language Teaching And Learning

Second language learners especially in English language need further language support in view of the fact that they operate on the performance level of language use as against competence. Achieving success in the teaching and learning of a second language such as English is determined by a number of linguistic and nonlinguistic factors such as the attitude and language skills of the learners, the teacher’s innovativeness and competence, effective teaching methods and materials such as visual, audio-visual aids and media aids to language learning. This research is motivated by the problem inherent in the traditional teaching methods which is stereotypical, boring with little active students’ engagement in the learning process, which makes knowledge transfer an arduous task. The research represents a shift in language teaching and learning - from the known traditional to a more technological mode of learning- giving way to new technologies in which the media plays a prominent role. The work adopts a qualitative methodology in assessing the role of the media in language teaching and learning both on the part of the students as well the teacher, especially in terms of self-development and innovations. It was discovered that media aids in language learning, facilitates the overall learning process and helps the teacher to transcend his limitations in areas such as pronunciation, vocabulary to be able to guide the students aright. This makes learning an ongoing process rather than a product.

scholarly journals Designing "Materials of Writing Analytical Exposition Text (MOWAET)" for Teaching English in Senior High School

2021 ◽  
Vol 6 (1) ◽  
pp. 22-31
Author(s):  
Uray Siti Annisa Ravi Ardha ◽  
Ikhsanudin Ikhsanudin Ikhsanudin ◽  
Luwandi Suhartono
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Teaching Material ◽  
Development Phase ◽  
English Teacher ◽  
Teaching English ◽  
Internal Evaluation ◽  
Evaluation Phase ◽  
The Media ◽  
Teaching Learning

Analytical exposition text is one of the texts studied by eleventh-grade students, and they are asked to produce the analytical exposition text by themselves. However, they faced some difficulties that impede their teaching and learning of making the analytical exposition text. This research aimed to design Materials of Writing Analytical Exposition Text (MOWAET) as a supplementary teaching material to support teaching and learning analytical exposition text. This research was developmental research and applied ADDIE as the procedure to design the materials. Still, there were only three implemented phases in this research: analyzing, designing, and developing. MOWAET was the completed design product for teaching-learning analytical exposition text. The researcher interviewed an English teacher of SMA Negeri 4 Pontianak to do the analyzing phase. MOWAET was created by using PowerPoint and Animaker as the supporting software. The researcher used an internal evaluation to ensure that the product is usable in the development phase. The internal evaluation phase showed that MOWAET met all the criteria, including the objectives, the content, and the media option. Shortening, it was found that the materials of writing analytical exposition text (MOWAET) are usable to support teaching and learning analytical exposition text.

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

scholarly journals THE IMPLEMENTATION OF HOTS IN TEACHINGENGLISHPROCESS AT TENTH GRADE OF MTI PASIA

2021 ◽  
Vol 3 (1) ◽  
pp. 117-130
Author(s):  
Sesmiyanti Sesmiyanti ◽  
Melyann Melani
Keyword(s):  
Learning Process ◽  
Document Analysis ◽  
English Teacher ◽  
Teaching English ◽  
Face To Face ◽  
School Year ◽  
Technological Advances ◽  
Tenth Grade ◽  
Qualitative Descriptive ◽  
Face To Face Learning

This research was conducted because HOTS is a significant factor in achieving the learning process in accordance with the 2013 curriculum, HOTS is a solution that students become active and participatory in the learning process, teachers not only explain learning in front of the class, but students must be more active to describe the problems that were found during learning, therefore, the researcher wanted to investigate how the HOTS process was implemented in teaching English at X grade of  MTI Pasia in the 2019/2020 school year. The purpose of this research to know how the English teacher at X grade of MTI Pasia apply HOTS in Teaching english process, especially in developing productive and receptive skills according to the level of critical thinking.This type of this research was a qualitative descriptive study, the instruments of this study were documentation (document analysis) and observation sheets to collected the data. The subjects in this study was X grade English teachers at MTI Pasia in the 2019/2020 academic year. The results of this study obtained from the document analysis and observation sheets found that, the English teacher at  X  gradeof MTI pasia did not apply HOTS in teaching English and learning process. The English teacher only applied HOTS to the learning design, it was not apply to the process in learning, this happened not because it was caused by online learning due to COVID 19 pandemic, but it was happened because the teacher did not encourage learning to be effective during thepandemic, the teacher should still be able to improved the learning process using technological advances,even though it was still a long of perfection than face-to-face learning.

scholarly journals Pengembangan Media Articulate Storyline dalam Pembelajaran Menulis Puisi pada Kelas X SMA Negeri 2 Sukabumi

GERAM ◽  
2021 ◽  
Vol 9 (2) ◽  
pp. 82-91
Author(s):  
Ranny Mardiyani ◽  
Deden Ahmad Supendi ◽  
Fauziah Suparman
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
Interactive Learning ◽  
Development Stage ◽  
Planning Stage ◽  
A Value ◽  
Testing Stage ◽  
The Media ◽  
Interesting Learning ◽  
Teacher Ability

Learning media is one of the supporting facilities in teaching and learning activities. In this time of the COVID-19 pandemic, online-based learning media is very necessary. The lack of teacher ability in using interactive learning media makes online learning even more boring, especially in learning to write poetry. The articulate storyline is one software that can produce more interesting learning media. Using many features can produce learning media that are more varied, innovative, and easy to use. The research method used is RND, which has ten research steps that the researchers then simplified into four main steps, namely the research and data collection stage, the planning stage, the product development stage, and the validation and testing stage. Media development results are a product of a poem made by class X students at SMA Negeri 2 Sukabumi. The product was produced after learning poetry material using online interactive learning media. Three validators assessed the media feasibility level. The material validator is given a feasibility value of 82%, the medium validator is given a value of 80%, and the Indonesian language learning validator is given 84%. Meanwhile, 89% of students responded "Ya" in student responses, and 11% of students responded "Tidak". Based on the validator's assessment results, the media was considered very feasible to be used in schools and received a positive response from students.

scholarly journals ENCOURAGING STUDENTS TO HAVE POSITIVE ATTITUDES TOWARD LEARNING ENGLISH

2017 ◽  
Author(s):  
Ismail Sangkala
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Learning Context ◽  
Affective Factors ◽  
Attitudes Toward Learning ◽  
Positive Attitudes ◽  
Learning Language ◽  
Learning English

In foreign Language learning context, there are various factors that influence the learning process such as motivation, attitudes, anxiety, learning achievements, aptitudes, intelligence, age, personalities, etc. The matter of learner’s attitude is acknowledged as one of the most important factors that impact on learning language. This study looks into the concept of attitude as one of the major affective factors for success in learning a foreign language.

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