scholarly journals MOTIVATION FOR LEARNING AND ENGLISH CONVERSATION THROUGH FILM MEDIA WITH DUBBED AND SUBTITLED METHODS

2021 ◽  
Vol 1 (4) ◽  
pp. 55-62
Author(s):  
Musdalifah Musdalifah ◽  
Satriani Satriani
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Acting Out ◽  
Learning Approaches ◽  
Educational Media ◽  
Learning Methods ◽  
Effective Learning ◽  
Motivation For Learning

The key to inspiring pupils to study and communicate in English is to provide engaging educational media and effective learning methods. One of the most intriguing is the use of cinema media as a teaching medium. The film tells an intriguing story in the style of graphic animation and includes auditory sound to captivate students who want to learn English. Furthermore, effective learning strategies can help students understand what they are being taught. One of the learning approaches that can be utilized to urge students to communicate in English is to use dubbing and subtitling. Dubbing is a technique for imitating the voices of actors in films who perform certain parts. Because they appear to be acting out film dialogue scenes depicted by actors, this helps increase pupils' interest in conversing in English. The method of showing film dialogue at the bottom of the screen is known as subtitles. In other words, as a tool for students to absorb the material supplied, teaching media and learning methods are linked and mutually beneficial. Students can be helped to engage in language learning while also being motivated to speak in English using effective and efficient media and approaches.

The Analyses of Learning Strategies in English as a Second Language: Theoretical Classification and Measurement Test

2020 ◽  
Vol 4 (2) ◽  
pp. 118-129
Author(s):  
Asti Gumartifa ◽  
◽  
Indah Windra Dwie Agustiani
Keyword(s):  
Language Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Process ◽  
English Learners ◽  
English Language ◽  
Point Of View ◽  
Effective Learning ◽  
The Impact

Gaining English language learning effectively has been discussed all years long. Similarly, Learners have various troubles outcomes in the learning process. Creating a joyful and comfortable situation must be considered by learners. Thus, the implementation of effective learning strategies is certainly necessary for English learners. This descriptive study has two purposes: first, to introduce the classification and characterization of learning strategies such as; memory, cognitive, metacognitive, compensation, social, and affective strategies that are used by learners in the classroom and second, it provides some questionnaires item based on Strategy of Inventory for Language Learning (SILL) version 5.0 that can be used to examine the frequency of students’ learning strategies in the learning process. The summary of this study explains and discusses the researchers’ point of view on the impact of learning outcomes by learning strategies used. Finally, utilizing appropriate learning strategies are certainly beneficial for both teachers and learners to achieve the learning target effectively.

scholarly journals Developing learning methods of Indonesian as a foreign language

2017 ◽  
Vol 1 (2) ◽  
pp. 51-57
Author(s):  
I Nyoman Suparsa ◽  
Ida Bagus Nyoman Mantra ◽  
Ida Ayu Made Sri Widiastuti
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Prospective Teachers ◽  
Teaching Methods ◽  
First Year ◽  
Crucial Issue ◽  
Learning Methods ◽  
Effective Learning ◽  
Second Year ◽  
Learning Institutions

The present study was conducted which aims at developing teaching methods of Indonesian as a foreign language. This study was carried out for two years in the form of Research and Development design to develop accuracy of teaching methods to be employed to teach the Indonesian language. The study was conducted as an important and crucial issue encountered by prospective teachers of Indonesian as a foreign language to face global challenges in which teachers of Indonesian are urgently required to teach effectively. In addition, this study was conducted to prepare the Indonesian teachers to be professional teachers and ready to face the competitive world of work. In the first year, the research was focused on creating a draft of effective learning methods to teach Indonesian as a foreign language. Consequently, this study was started by analyzing the teaching methods that have been used by various language learning institutions. The second year, the study is mainly focused on trying out and validated the learning methods to ensure their effectiveness to teach Indonesian as a foreign language.

Investigating education students’ language learning beliefs and motivation for learning English

2021 ◽  
Vol 54 (1) ◽  
pp. 95-121
Author(s):  
PraysGod Mhlongo ◽  
Colleen Du Plessis ◽  
Albert Weideman
Keyword(s):  
Second Language Acquisition ◽  
Language Learning ◽  
Learning Strategies ◽  
Intermediate Phase ◽  
Language Learning Strategies ◽  
Education Students ◽  
Learning Beliefs ◽  
Motivation For Learning ◽  
Language Learning Beliefs ◽  
Learning English

Institutions responsible for the training of educators have a duty to ensure that students develop adequate mastery of subject content and pedagogy. This paper investigates the language learning beliefs (LLBs) of pre-service Foundation and Intermediate Phase  educators and their alignment with language learning principles from applied linguistics research on second language acquisition (SLA). The study also examines the students’ motives for learning English since motivation plays a part in sustaining language learning. Gardner’s socio-educational model and Dörnyei’s L2 motivational self system are used as theoretical frameworks in addition to the work of scholars such as Horwitz, Griffiths, and Weideman and Lepota on language learning strategies and beliefs. The results of a  cross-sectional survey using the Beliefs About Language Learning and Motivation Inventory Modified (BALLMI-M) are analysed. The findings show that students are highly motivated to master English but do not wish to integrate with the English speech community. Furthermore, they lack understanding about the nature of language skills and have conflicting LLBs that should be addressed in futureamendments to the language curriculum. Keywords: language learning motivation, additional language teaching, literacy levels of Education students, language learning beliefs, language learning strategies 

scholarly journals Pendidikan Masa Kini Untuk Generasi Penerus Perjuangan Nabi Muhammad SAW.

2021 ◽  
Vol 10 (1) ◽  
pp. 115-127
Author(s):  
Mihmidaty Ya’cub
Keyword(s):  
Learning Strategies ◽  
Learning Process ◽  
Millennial Generation ◽  
Teaching And Learning ◽  
Optimal Level ◽  
Next Generation ◽  
Educational Media ◽  
Learning Methods ◽  
The World

To be able to realize the next generation of the Prophet's struggle, professional Islamic teachers are needed, namely teachers who are able to educate their students to become the next generation of the Prophet's struggle. It also requires the ability of teachers to use varied learning methods, productive learning strategies and modern educational media. It is also necessary to provide adequate infrastructure that can support teachers in carrying out the teaching and learning process well and attract students' interest. By knowing the characteristics of this millennial generation, the world of education can play a role and adjust learning strategies in such a way as to bring this millennial generation to an optimal level of success.

Understanding the Language Learning Approaches of EFL Students in an Intensive English Course

Relay Journal ◽  
2019 ◽  
pp. 137-148
Author(s):  
Brien Datzman
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Approaches ◽  
Intensive English ◽  
Language Learning Strategies ◽  
Structured Interviews ◽  
Learner Beliefs ◽  
Efl Students ◽  
Emerging Themes

In this paper, the author presents case studies of two Japanese university learners of English, specifically in reference to psychological factors that may help understand differences in their English learning outcomes. Data was collected in semi-structured interviews, coded for emerging themes, and presented in summary form for analysis. Emerging themes included learner beliefs, motivation, and language learning strategies. Findings stress the role of prior language learning experiences and motivation in the development of learner beliefs and choice of language learning strategies.

English for Pre-Diploma MOOC

2020 ◽  
Vol 2 (1) ◽  
pp. 11
Author(s):  
Iza Faradiba Mohammad Pate ◽  
Nora Harun ◽  
Nurul Ain Hasni
Keyword(s):  
Learning Styles ◽  
Language Learning ◽  
Learning Strategies ◽  
Peer Interactions ◽  
Learning Experience ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
Online Discussions ◽  
Effective Learning ◽  
Affective Filter

Over the years, there are numerous effective learning strategies suggested in the area of language learning which are having a clear motivation (Gardner and Lambert,1972; Krashen, 1982), low affective filter (Dulay and Burt, 1977; Krashen, 1988) and continuous language practice or drills (Gass and  Selinker,  2008).  On the contrary, conventional language lessons fail to address the gap in increasing learners’ motivation, overcoming anxiety during peer-to-peer interactions and discussion, which result in frustrations among the learners. In addition, an exorbitant number of students in a class makes it impossible for the instructor to focus on individual learners. English for Pre-Diploma MOOC helps to create fun and engaging learning experience for learners to increase their motivation in learning the language. It also facilitates the learners especially the introverts to discover and explore the language in a more interactive and less threatening setting. Furthermore, it attempts to promote critical thinking skills and knowledge of the world through the activities and online discussions. The extended activities in the MOOC elicit high order responses from the learners while the teaching module consists of appealing themes and interactive teaching videos that cater to the interest and unique individual learning styles. Some of the noticeable impacts on learners are they become more active and responsive as learning happens at any time, at their own pace and convenience. Moreover, they benefit from interactions with learners of various backgrounds and maturity levels. As a result, they become highly motivated, independent, critical and reliable learners of the language

scholarly journals Facebook as a tool to learn English vocabulary

2019 ◽  
pp. 10-19
Author(s):  
Norma Flores-González ◽  
Vianey Castelán-Flores ◽  
Mónica Zamora-Hernández ◽  
Efigenia Flores-González
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Social Networking Sites ◽  
English Language ◽  
Learning Approaches ◽  
Cross Sectional ◽  
Pedagogical Strategies ◽  
Research Article ◽  
New Learning ◽  
Cross Sectional Design

Nowadays, the integration of social networking sites (SNS) into the education field, like Facebook, has changed the way people communicate with each other and created new learning approaches. Therefore, the importance of implementing pedagogical strategies for English language learning (ELL) to create new learning classrooms either physical or virtual should be privileged this time. The objectives of this research article are to know if the Facebook tool helps students to learn vocabulary in English, and identify what learning strategies they use to learn vocabulary meanwhile interacting with this tool. Thus, the research questions are: 1. Does Facebook allow students to learn vocabulary in English? 2. What learning strategies do students use to learn vocabulary when interacting on facebook? Concerning methodology, the research was accomplished by using a quantitative method with a cross-sectional design and a Likert scale questionnaire. The results showed that Facebook is useful to learn not only vocabulary but also English language since students used the vocabulary in authentic, natural, and meaningful contexts. Besides, it provides important data to identify different strategies used to learn vocabulary because this social network became part of their learning process.

scholarly journals Developing the proficient language learner: motivation, strategies, and the learning experience of Irish learners of French in a university setting

2019 ◽  
Vol 22 ◽  
pp. 28-52
Author(s):  
Rachel Hoare
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Language Proficiency ◽  
Undergraduate Students ◽  
Learning Experience ◽  
Language Learner ◽  
First Year ◽  
Learner Motivation ◽  
Motivation For Learning ◽  
French Grammar

The purpose of this study is to simultaneously examine the relationships between motivation for learning French, preferences for class activities, language learning strategies, and language proficiency for a cohort of first-year Irish university undergraduate students of French. More specifically, it examines these relationships with reference to the attitudes of the learners towards, and their motivation for, learning French grammar. The research was stimulated by both practical and theoretical concerns.

scholarly journals Environment Closely Related to Indonesian Language Learning

2020 ◽  
Author(s):  
Shodia Rentiga Asa
Keyword(s):  
Language Learning ◽  
Public Attention ◽  
Joint Effort ◽  
Learning Methods ◽  
Effective Learning ◽  
The Relationship

this study aims to determine the relationship between Indonesian languagelearning and the environment and to determine precisely effective learning methods related toIndonesian and the environment as the medium. Not seeing the environment as an area that isnot related to school, but seeing the environment as a medium to help schools. That is why, tofind out the relationship between Indonesian language learning and the environment as amedium, the role and effectiveness is very important. Ramadhan et.al (2019) explained thatenvironmental education is a joint effort to teach and attract public attention about thefunction of the environment and how society can manage and protect it. Therefore, throughthe results of this study, it is hoped that teachers can provide more effective learning methodsin Indonesian subjects.

scholarly journals Effective learning strategies and creative methods of teaching the croatian language in early primary school education

2021 ◽  
Vol 70 (1) ◽  
pp. 309-342
Author(s):  
Marinko Lazzarich
Keyword(s):  
Language Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Active Role ◽  
Effective Learning ◽  
Self Regulated Learning ◽  
Effective Strategies ◽  
Main Challenge ◽  
Language And Literature ◽  
Early Primary

Learning is an important process in the intellectual maturation and socialization of a person. It is determined by numerous components, the most important being cognition, motivation and emotions. As modern teaching requires an active role of students in the learning process, a key element for successful learning is quality teaching. Teachers’ main challenge is how to arouse interest among students for the educational field. Thereby, teaching should be based on the choice of approaches and procedures. In this paper were discussed effective strategies and forms of learning in the teaching of the Croatian language at the lower level of primary education, in the classroom teaching. The Croatian language is a complex teaching subject, so the functional teaching of language and literature requires the purposefulness of methods and forms of work. We monitored the applicability of collaborative, experiential and self-regulated learning. Attached are various creative procedures in the early stages of language learning, and offer guidelines for working with students in the classroom. It is important to facilitate situations in which students will become aware of their learning process and make decisions about how to achieve the planned learning outcomes ang goals

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