scholarly journals Providing teaching resources for young learner classes: Best practices in efl context

ELT in Focus ◽  
2020 ◽  
Vol 2 (2) ◽  
pp. 51-62
Author(s):  
Isry Laila Syathroh ◽  
Bachrudin Musthafa ◽  
Pupung Purnawarman
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
English Department ◽  
Teaching Resources ◽  
Credit Hours ◽  
Efl Context ◽  
Young Learners ◽  
Child Friendly ◽  
Visual Materials ◽  
Academic Year

The availability of teaching resources is one of important factors to create successful lessons in teaching English to young learners (TEYL). Teachers can use flashcards, toys, songs, rhymes, books, audio visual materials, digital recourses and others to support teaching and learning process. Ready-made materials are available in stores, however they are usually expensive. The aim of this article is to share one of the best practices in providing resources for young learners in learning English. In the academic year of 2018, 40 students of English Department of IKIP Siliwangi took English for Young Learners (EYL) course for two credit hours. This is the second subject which is related to teaching young learners after they learned TEYL subjects as the perquisite subject in the previous year. In this course, students re-learned the concept of TEYL and the concepts how to provide teaching materials and resources for TEYL classes. At the end of the course, they should show their projects and demonstrate how to use them in TEYL. The findings reveal that students’ are very creative in designing resources for TEYL classes. This ability is very crucial in order to create child-friendly pedagogy in EYL classrooms.

Teaching interpreting online for the Translation and Interpreting Degree at the University of Vic

2020 ◽  
Vol 6 (2) ◽  
pp. 172-182
Author(s):  
María Perramon ◽  
Xus Ugarte
Keyword(s):  
Information And Communication Technologies ◽  
Online Teaching ◽  
Teaching And Learning ◽  
Teaching Staff ◽  
Teaching Resources ◽  
Face To Face ◽  
Information And Communication ◽  
University Degree ◽  
The University ◽  
Academic Year

Abstract At a time when the advances in information and communication technologies meant that new approaches to virtual teaching and learning could be proposed, the teaching staff on the degree in Translation and Interpreting at UVic decided to offer part of the degree in distance learning mode. This learning mode was launched in the 2001–2002 academic year, with optional face-to-face teaching sessions some Saturdays and coexisted with the traditional face-to-face courses. During the first years, the fourth-year interpreting specialisation subjects were not taught online for technical and pedagogical reasons. Since the 2014-2015 academic year, we also teach these subjects online. The challenge that we face starting the 2017-2018 academic year is twofold: 1. To adapt the online teaching of interpreting subjects to groups with a high number of students in the new Inter-university Degree in Translation, Interpreting and Applied Languages jointly offered by the University of Vic and the Open University of Catalonia (UOC). 2. To adapt the contents and methodology of interpreting subjects to changes in professional practice: telephone and videoconference interpreting, especially in liaison interpreting. In our paper, we will show some online teaching resources, as well as several online tools which we use in our courses.

scholarly journals INTEGRATING SUSTAINABILITY WITHIN ARCHITECTURAL EDUCATION IN CAIRO

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Sameh El-Feki ◽  
Inji Kenawy
Keyword(s):  
Best Practices ◽  
Teaching And Learning ◽  
Structured Interview ◽  
Architectural Education ◽  
Educational Institutions ◽  
Design Studio ◽  
Education Curriculum ◽  
Credit Hours ◽  
Anal Ysis ◽  
Fundamental Knowledge

Architectural education has great potential to moving the entire in-dustry towards sustainability within buildings and cities. Having the fundamental knowledge to apply the sustainable strategies can help solving different environmental challenges being faced today. Sus-tainability is then recognized as a core topic in architecture and to re-flect this recognition, it is crucial to integrate it into the architectural education curriculum. Many approaches are used to introduce the concept of sustainability into the architectural programs ranging from integrating the concept into existing modules to adding new mod-ules that are entirely dedicated towards this subject. The design stu-dio is the most dominant module in architectural education having the highest credit hours per week; and being a pool within which all subjects dissolve. The studio is characterized by creating a unique learning environment modelled around a problem solving practice. Introducing sustainability into design studio was then found to be a key potential that enable graduate architects to make sustainable de-cisions within their design process rather than handling it separately. Realizing that potential; architectural educational institutions used different approaches in order to include sustainability within their curricula. This paper sheds lights on the education of sustainability within the architectural curricula in a number of Egyptian universities. It dis-cusses the teaching and learning of sustainable design then, identi-fies and analyses different approaches used in integrating the con-cept of sustainability into the curriculum. Follows, a qualitative anal-ysis takes place from semi structured interview conducted to practi-tioners and educators from various universities in order to stand on methods used to integrate sustainability into their architectural cur-ricula. The findings are to develop recommendations that could help discovering the best practices that could enhance the learning experi-ence for integrating sustainability in design studio modules.

The Effec Of Contextual Teaching And Learning Method In Writing English Paragraph At English Depeartment Fkip Nommensen Pematangsiantar

2020 ◽  
Vol 1 (2) ◽  
pp. 76-85
Author(s):  
Marnala Pangaribuan
Keyword(s):  
Null Hypothesis ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
T Test ◽  
English Department ◽  
Learning Method ◽  
The Mean ◽  
Contextual Teaching ◽  
Group D ◽  
Academic Year

This study is aim to know  the Effect of Contextual Teaching and Learning Method on the Students’ ability in Writing Paragraph at English Department of FKIP Nommensen Pematangsiantar. This research was an experimental study which conducted quantitative analysis. The population of this research was Group C and D students of English Department FKIP Nommensen Pematangsiantar Academic year 2018/2019. There were two classes. The samples of this research were taken from two classes. They were group C that consists of 45 students stated as the experimental class, and group D that consist of 25 students stated as the control class. After analyzing the data, the writer found that there was a significant effect of using Contextual Teaching and Learning Method to the students’ ability in writing paragraph. The Mean Score was 11,72 and the value of t-test was higher than t-table (t-test > t-table), 5,208 > 1,996. Ha (Alternative Hypothesis) was accepted and Ho (Null Hypothesis) was rejected. It can be concluded that by using contextual teaching and learning method, the students were encouraged to do writing paragraph in their daily life. The students have abilities to identify their weakness, accepted their mistakes and recognized their potential.

scholarly journals A Study on Listening Skills and Perspectives to First Year Students at English Department of Academic Year 2015/2016

2016 ◽  
Vol 3 (2) ◽  
pp. 70-80
Author(s):  
Sitti Hadijah ◽  
Shalawati Shalawati
Keyword(s):  
English Language Learners ◽  
Teaching And Learning ◽  
Learning Activities ◽  
First Year ◽  
English Department ◽  
Listening Skills ◽  
First Year Students ◽  
Good Ability ◽  
Listening Skill ◽  
Academic Year

Good ability in listening means having competence to comprehend information during listening activities. However, Listening skill is still considered as one of the most difficult skills for English language learners although they have been learning English for few years. Hence, this study was designed to gather information about the students’ challenges in listening activities, their perspectives on listening subject, and positive factors on the students’ success in listening. Then, a set of listening test and questionnaire were distributed. Both quantitative and qualitative data were studied to identify the underlying matters in students’ listening skills, addressing challenges, main listening hindrance factors and learning experiences. The findings of this study revealed that the students faced problems in listening because they still could not complete the basic listening skills in the test. Furthermore, Most of them considered that the listening classes are challenging for them due to some problems and difficulties during the teaching and learning activities. Besides that, there were 5 factors influenced the students’ listening skill; lack of practice, limited vocabulary mastery, native speakers’ accent, pronunciation, and uninteresting learning materials. Moreover, their knowledge about English structure and good facilities in listening classes supported them to be able to figure out some challenges in listening activities. In addition, the students realized the important of the listening activities, but assistances from the teachers and some other students were still needed during the teaching and learning activities. In conclusion, having good listening skill still appeared as a challenge for the first year students at English Department of Academic Year 2015/2016.

scholarly journals The Extent of Using Modern Assessment Strategies and Tools by Teachers of English Language in an EFL Context

2020 ◽  
Vol 12 (2) ◽  
pp. 205-223
Keyword(s):  
Random Sample ◽  
Learning Process ◽  
Analytical Method ◽  
Teaching And Learning ◽  
English Language ◽  
The Other ◽  
Traditional Assessment ◽  
Efl Context ◽  
Assessment Strategies ◽  
Academic Year

The study aims at investigating the extent of using modern assessment strategies and tools by Jordanian Teachers of English Language in an EFL context, for it is an integral component of the teaching and learning process. Gender, experience and qualifications were taken into account as variables of the study, which was limited to teachers of English in an EFL context for the academic year 2018/2019.A random sample of 43 teachers from Irbid first governorate in Jordan was selected. A descriptive analytical method using a five–likert scale as an instrument was adapted to achieve the goals of the study. The results show that the level of using modern assessment strategies and tools by English teachers to assess students' understanding and enhance their learning ranges between medium and low but is mostly low. It is noted that the implementation of some items that represent traditional assessment are higher than the other items. The final results indicate that teachers tend to use traditional assessment strategies for different reasons presented in the discussion. Moreover, the results show that there are no statistically significant differences (α = 0.05) due to gender, experience, or qualifications. Keywords: Assessment strategies, EFL context, traditional assessment strategies, modern assessment strategies

scholarly journals DIGLOT PICTURE STORYBOOK BASED ON MALUKU CONTENT AND ITS RELEVANCE FOR YOUNG LEARNERS’ LITERACY

JURNAL TAHURI ◽  
2020 ◽  
Vol 17 (2) ◽  
pp. 84-95
Author(s):  
Threesje R Souisa ◽  
Jenny Lekatompessy ◽  
Marcy Ferdinandus
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Early Stage ◽  
Learning Preferences ◽  
Written Language ◽  
Oral Traditions ◽  
Local Content ◽  
Efl Context ◽  
Young Learners ◽  
Picture Story

Providing young learners with variety story books to develop their literacy is importance to be done by considering their interest and learning preferences, and mrany of children storybook written in English in nowadays. Therefore young learners like to read English children story book since they are in the early stage. Unfortunately in the EFL frame, many children story book less to touch local content materials. Folklore is one of the oral traditions that are told for young learners with the purpose that they will know about their culture and tradition and it can be preserved with meaningful ways in EFL teaching and learning process. Much folklore are written in English and mostly talked about the culture of that language because it is believed that young learners can acquire this language easy both in spoken and written language. Unfortunately those folklores lack to present the local content of EFL context. One of the ways to facilitate young learners loves their culture by inserting local content materials in picture story books. Through reading vary children story books can arise young learners’ interest to master this language naturally. Diglot picture story book is a kind of children story book contain two languages and supporting with interesting pictures. It is believed as one of the meaningful ways that young learners can engage and explore deeply about the story with their own experiences .This study is aimed at describing diglot picture story book based on Maluku content and its relevance for young learners’ literacy.

scholarly journals IMPLEMENTING ICT-BASED PHONOLOGY LEARNING MATERIAL USING BLENDSPACE THROUGH CLASSROOM ACTION RESEARCH

Aksara ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 319
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Rima Andriani Sari ◽  
Putu Eka Dambayana Suputra ◽  
I Wayan Pastika ◽  
I Nyoman Suparwa
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Material ◽  
English Department ◽  
Learning Material ◽  
Second Stage ◽  
Classroom Action Research ◽  
Two Stages ◽  
Academic Year

This study reports the implementation of ICT-based learning materials using Blendspace in phonology classes. The ICT-based learning material was developed in the academic year of 2016/2017. The study was conducted in two stages. The rst stage was the validation of the teaching material by two expert judges. The second stage was trying out of the teaching material in the classroom using classroom action research. The learning material developed has been validated by experts using a checklist as an instrument, which has been analysed using the Gregory formula. The expert judges showed that the content validity of the learning material is 90.9%, which means very valid. In order to test the effectiveness of the learning material, it has been implemented in phonology classes joined by the second-semester Diploma III students of the English Department of Universitas Pendidikan Ganesha, using classroom action research. Based on the teaching and learning process using the material, more than 70% of the students obtained scores between 76 and 100. Fewer than 30% of the students had scores below 75. Therefore, the learning material is considered effective for learning phonology. 

scholarly journals The Effec Of Contextual Teaching And Learning Method In Writing English Paragraph At English Depeartment FKIP Nommensen Pematangsiantar

2020 ◽  
Vol 1 (2) ◽  
pp. 76-85
Author(s):  
Marnala Pangaribuan
Keyword(s):  
Null Hypothesis ◽  
Teaching And Learning ◽  
Alternative Hypothesis ◽  
T Test ◽  
English Department ◽  
Learning Method ◽  
The Mean ◽  
Contextual Teaching ◽  
Group D ◽  
Academic Year

This study is aim to know  the Effect of Contextual Teaching and Learning Method on the Students’ ability in Writing Paragraph at English Department of FKIP Nommensen Pematangsiantar. This research was an experimental study which conducted quantitative analysis. The population of this research was Group C and D students of English Department FKIP Nommensen Pematangsiantar Academic year 2018/2019. There were two classes. The samples of this research were taken from two classes. They were group C that consists of 45 students stated as the experimental class, and group D that consist of 25 students stated as the control class. After analyzing the data, the writer found that there was a significant effect of using Contextual Teaching and Learning Method to the students’ ability in writing paragraph. The Mean Score was 11,72 and the value of t-test was higher than t-table (t-test > t-table), 5,208 > 1,996. Ha (Alternative Hypothesis) was accepted and Ho (Null Hypothesis) was rejected. It can be concluded that by using contextual teaching and learning method, the students were encouraged to do writing paragraph in their daily life. The students have abilities to identify their weakness, accepted their mistakes and recognized their potential.

scholarly journals IMPLEMENTING ICT-BASED PHONOLOGY LEARNING MATERIAL USING BLENDSPACE THROUGH CLASSROOM ACTION RESEARCH

Aksara ◽  
2018 ◽  
Vol 30 (2) ◽  
pp. 319
Author(s):  
Ni Luh Putu Sri Adnyani ◽  
Rima Andriani Sari ◽  
Putu Eka Dambayana Suputra ◽  
I Wayan Pastika ◽  
I Nyoman Suparwa
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Material ◽  
English Department ◽  
Learning Material ◽  
Second Stage ◽  
Classroom Action Research ◽  
Two Stages ◽  
Academic Year

This study reports the implementation of ICT-based learning materials using Blendspace in phonology classes. The ICT-based learning material was developed in the academic year of 2016/2017. The study was conducted in two stages. The rst stage was the validation of the teaching material by two expert judges. The second stage was trying out of the teaching material in the classroom using classroom action research. The learning material developed has been validated by experts using a checklist as an instrument, which has been analysed using the Gregory formula. The expert judges showed that the content validity of the learning material is 90.9%, which means very valid. In order to test the effectiveness of the learning material, it has been implemented in phonology classes joined by the second-semester Diploma III students of the English Department of Universitas Pendidikan Ganesha, using classroom action research. Based on the teaching and learning process using the material, more than 70% of the students obtained scores between 76 and 100. Fewer than 30% of the students had scores below 75. Therefore, the learning material is considered effective for learning phonology. 

Whatsapp Messenger as a Mobile Media to Learn Writing for EFL Students

2018 ◽  
Vol 1 (2) ◽  
pp. 156-165 ◽  
Author(s):  
Linda Linda ◽  
Ida Ri'aeni
Keyword(s):  
Information And Communication Technologies ◽  
Teaching And Learning ◽  
Communication Technologies ◽  
First Grade ◽  
English Department ◽  
Instructional Media ◽  
Mobile Media ◽  
Efl Writing ◽  
Information And Communication ◽  
Efl Students

Abstract   The objective of this research is to find out the use of Whatsapp Messenger as a mobile media to learn writing in EFL classes.Several researchers have attempted to prove applicability of mobile learning as modern ways of teaching and learning (Naismith, 2004:115). Moreover, applying portable technologies have been demanded by most of the modern learners who oftentimes are forced to study anywhere, and anytime, for example, at work, in the bus or at weekends (Evans, 2008:115).The research was motivated by the students’ difficulties in writing. The sample of this research was three classes of first grade students of English Department of Unswagati. The instrument of this research was questionnaire sheet. Data from questionnaire sheet was analyzed based on the frequency students’ answers and then was calculated and interpreted into percentages. The result shows WhatsApp Messenger attracts the students interest and also the students have positive responses towards the using ofWhatsAppMessenger. In applying WhatsApp group, the writer concluded that, learning using WhatsApp group has effective to develop their creativity in writing skill. On the other hand, the result from the questionnaire sheet indicated that almost of students is active in learning to writing recount text. Students can learn out of the classroom. Beside WhatsApp can be used privately, it can be used for students’ education. The students can use their gadget positively for their ability in learning English. The students can improve their knowledge in learning ICTs (Information and Communication Technologies). Keyword: WhatsApp Messenger,EFL writing, Instructional Media, ICTs (Information and Communication Technologies).

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