scholarly journals The Implementation of Contextual Teaching Learning (CTL) to Improve the Students’ Speaking Ability in Islamic Studies Course

2019 ◽  
Vol 8 (4) ◽  
pp. 45
Author(s):  
Ahmad Subhan Roza ◽  
Zainal Rafli ◽  
Aceng Rahmat
Keyword(s):  
English Language ◽  
Language Education ◽  
Study Groups ◽  
English Language Education ◽  
Islamic Studies ◽  
Post Test ◽  
Contextual Teaching ◽  
Teaching Learning ◽  
Language Context ◽  
Taking Action

Contextual Teaching Learning (CTL) has been widely implemented in ELT. However, little used it specifically in speaking class in Islamic studies course. This research, which was a four-cycle action research conducted at the fourth semester English Language Education students at an Islamic university in Lampung, Indonesia aimed to find out how CTL can improve speaking skills especially in the subject of public speaking which includes storytelling, speech, News casting and drama in Speaking for Islamic Studies course. The data were obtained qualitatively through interviews, observation and filed notes during the learning process and also quantitatively through speaking tests for four cycles. Data were then analyzed by comparing the results of the pre-test, 55. 63 and the results of the post test after taking action in each cycle, namely storytelling gained 60.45, speech reached 64.9, news casting was 66.70, and the final drama reached 73.2. In addition, students tended to feel enthusiastic to work together in study groups and also thought critically, especially when connecting understanding the concept of language with the appropriate language context during their involvement in the speaking class. In other words, CTL could improve the students’ speaking abilities and also the quality of their learning activities. Thus, CTL could be implemented as one of the effective methods of speaking learning, especially those related to the Islamic context.

How Gaming Applications of CALL influence inputs of English Grammar: كيف تؤثر تطبيقات ألعاب الكمبيوتر المساعدة في تعليم اللغة على مدخلات قواعد اللغة الإنجليزية

2020 ◽  
Vol 4 (47) ◽  
Author(s):  
Atif Obaid M Alsuhaymi
Keyword(s):  
Language Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Full Sample ◽  
English Grammar ◽  
Before And After ◽  
Post Test

The present study aims to research the influences of games through Computer-Assisted Language Learning (CALL) compared to Teacher-Centered Instruction (TCI) on teenagers' achievement in English language education in Saudi Arabia. Two groups of students tested, before and after instruction, so to determine success of the application of pedagogies. The full sample consisted of 22 teenagers, divided randomly, into two equal groups. The first group was the control (TDI) group, which used a school textbook. The second group was the experimental group (CALL), which given a CALL application, based on the game ‘Kahoot.’ Two types of tests were conducted, a pre-test and a post-test, at each of two periods for each group. The pre-test administered before instruction, and the post-test taken after the instructional period. Findings indicate that both groups increased their proficiencies with English object pronouns. However, performance on the post-test by the experimental (CALL) group significantly exceeded that of the control (TCI) group.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
Author(s):  
Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

scholarly journals MOODLE platform as a didactic support for the English language skills improvement

2021 ◽  
Vol 4 (1.2) ◽  
pp. 358-371
Author(s):  
Noemi Mercedes Remache Carrillo ◽  
Sandra Paulina Porras Pumalema ◽  
Diana Carolina Campaña Días ◽  
Mónica Alexandra Garcés Villacrés
Keyword(s):  
English Language ◽  
Language Skills ◽  
Study Groups ◽  
Control Group ◽  
Intervention Phase ◽  
Post Test ◽  
Quasi Experimental ◽  
Teaching Learning ◽  
Experimental Group ◽  
English Language Skills

Introduction: higher education has experienced a number of changes in the teaching field due to the current situation. In this context, e-learning through educational platforms has taken on great value in the teaching-learning process. Objective: to apply an educational intervention through the Moodle platform to consolidate the skills of the English language in the students of the industrial maintenance career of the Escuela Superior Politécnica de Chimborazo during the special period April-September 2020. Methodology: this investigation was carried out in the context of mandatory teleworking due to the Covid-19 pandemic. This mixed research had a descriptive approach with a quasi-experimental focus. To achieve the main goal, 70 students from the third semester took an active part in it who were divided into two study groups: the control group and the experimental group, with 35 students respectively. Before the intervention phase, information was collected through a survey which yielded important general data related to their socio-demographic information and self-perception of their level of English. At the same time, a pre-test of knowledge of the language was taken from the students which was based on the Cambridge PET exam. With this exam, data were obtained for the development of the intervention plan that was implemented throughout the semester. Results: after the intervention phase, the students took a post-test and the corresponding means could be compared. They obtained 9.20 for the control group and 11.99 for the experimental group as final scores. Conclusion: it is concluded that the Moodle Platform is a valuable didactic support to improve English language skills.

scholarly journals COMBINATION OF POWER AND KWL STRATEGIES TO TEACH WRITING

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Ichsanira Purwandari ◽  
Sri Wiyanah
Keyword(s):  
English Language ◽  
Alternative Hypothesis ◽  
Language Education ◽  
Research Problem ◽  
Homogeneity Test ◽  
English Language Education ◽  
Study Program ◽  
Normality Test ◽  
Post Test ◽  
The University

The aim of the study was to identify the effectiveness of using the combination of POWER and KWL to teach writing of fourth semester students at English Language Education Study Program in the University of PGRI Yogyakarta. It is based on the research problem that the students got difficulties on writing because they used ineffective strategy. The research used experimental research design. This research was conducted in 3 stages: data collection, action and data analysis. The data were collected through test, observation, and questionnaire. The data were analyzed using the steps of: normality test, homogeneity test, inferential analysis, determining hypothesis testing, and conclusion.The hypothesis is determined into the Null hypothesis (H0) and Alternative Hypothesis (Ha). H0 is accepted if the significance value >0.05 and Ha is rejected. The result of this research presented that the combination of POWER and KWL strategy was effective to teach writing at the university level. The control group’s mean score on the pre-test was 56,22 increased to 57,88 in post-test with gained point 1,59. The experiment group’s mean score on pre-test was 57,33 increased to 60,89 on post-test with gained point 3,66.

scholarly journals THE APPLICATION OF THINK-PAIR-SHARE STRATEGY IN IMPROVING STUDENTS’ SPEAKING ABILITY

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Supraba Ardhy
Keyword(s):  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Nonparametric Test ◽  
English Language Education ◽  
Study Program ◽  
Training And Education ◽  
Significant Difference ◽  
Post Test ◽  
Quasi Experimental

The aims of this research were to find out (1) the extent to which Think-Pair-Share strategy improves speaking ability of the fourth semester students of Cokroaminoto Palopo University; (2) the students’ perceptions on the application of Think-Pair-Share strategy in speaking activities. This research was carried out in the fourth semester students of English Language Education Study Program, Faculty of Teacher Training and Education, Cokroaminoto Palopo University. The method used was quasi-experimental research with pre-test, ten meetings of treatment, and post-test. The sample was selected through purposive sampling technique. The data were collected through speaking test, questionnaire, and recorder instruments, and were analyzed with nonparametric test and frequency test. The result of Mann-Whitney U test and the students’ score on post-test was p < 0.05. It means that, there is a significant difference between the students taught with Think-Pair-Share strategy and without Think-Pair-Share strategy. The mean score of experimental group on pretest was 2.16, and increased to be 4.02 on posttest. The analysis of questionnaire indicated that the students’ perceptions on the application of Think-Pair-Share strategy were very positive. Thus, it can be concluded that the application of Think-Pair-Share strategy could significantly improve the students’ speaking ability.

Conversion to Islam and the Promotion of ‘Modern’ Islamic Schools in Ghana

2013 ◽  
Vol 43 (4) ◽  
pp. 426-450 ◽  
Author(s):  
David E. Skinner
Keyword(s):  
English Language ◽  
Language Education ◽  
Economic Structure ◽  
Islamic Education ◽  
English Language Education ◽  
Islamic Studies ◽  
Islamic Schools ◽  
Governmental Organizations ◽  
Conversion To Islam ◽  
Late Nineteenth

AbstractThis article analyzes the transformation of Islamic education frommakaranta(schools for the study of the Qurʾān) to what are called English/Arabic schools, which combine Islamic studies with a British curriculum taught in the English language. These schools were initially founded in coastal Ghana during the late nineteenth and early twentieth centuries, primarily by missionaries who had converted from Christianity and had had English-language education or by agents of the Ahmadiyya Muslim Mission based in London. The purposes of these schools were to provide instruction to allow young people to be competitive in the colonial, Christian-influenced social and economic structure, and to promote conversion to Islam among the coastal populations. New Islamic missionary organizations developed throughout the colonial and postcolonial eras to fulfill these purposes, and English/Arabic schools were integrated into the national educational system by the end of the twentieth century. Indigenous and transnational governmental organizations competed by establishing schools in order to promote Islamic ideas and practices and to integrate Ghanaian Muslims into the wider Muslim world.

scholarly journals UTILIZING VLOG IN YOUTUBE TO INCREASE STUDENTS’ INTERESTING IN SPEAKING ENGLISH LEARNING AT THE FIRST SEMESTER STUDENTS’ OF ENGLISH LANGUAGE EDUCATION UNIVERSITAS ISLAM SYEKH YUSUF

2020 ◽  
Vol 6 (2) ◽  
pp. 181-187
Author(s):  
Isnaniah Isnaniah
Keyword(s):  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Homogeneous Distribution ◽  
Homogeneity Test ◽  
English Language Education ◽  
First Semester ◽  
Post Test ◽  
Academic Year ◽  
Positive Effect

This study aims to find out how Youtube contributes the development of students’ speaking English skill. The design used in this research was one group pretest and posttest. The population of this research is all of the students at the first semester of english language education in the academic year 2019/2020 which the accessible population is 84 students while the sample of this research was 30 students. It took by using purposive sampling technique because the writer chose the sample based on proficiency and the sample is suitable for the purpose of the research. The data collected in this reseasrch is quantitative data. The writer used a test to collect the data. Then, to know the noramility and homogeneous distribution or not, the writer used the normality and homogeneity test. From the result of test normality showed that significant value of pretest was 0.047, while the significant of value of post-test was 0.000. It means that the data is not normal distribution, it was because the significant value of post-test 0.000 were less than 0.05. The result of homogeneity showed that the significant score was .026. based on the testing criteria significant score < 0.05. It means the data is not same variant group. Therefore, the test of data hypothesis, the writer used non-parametic test, Mann Whitney test. Its result of test showed that significance score .000 was smaller than probability score 0.05. It was concluded that accepted. In other words there was a significant positive effect of using youtube as media to improve students; speaking english skill.

scholarly journals UTILIZING VLOG IN YOUTUBE TO INCREASE STUDENTS’ INTERESTING IN SPEAKING ENGLISH LEARNING AT THE FIRST SEMESTER STUDENTS’ OF ENGLISH LANGUAGE EDUCATION UNIVERSITAS ISLAM SYEKH YUSUF

2020 ◽  
Vol 6 (2) ◽  
pp. 181-187
Author(s):  
Isnaniah Isnaniah
Keyword(s):  
English Language ◽  
Language Education ◽  
Sampling Technique ◽  
Homogeneous Distribution ◽  
Homogeneity Test ◽  
English Language Education ◽  
First Semester ◽  
Post Test ◽  
Academic Year ◽  
Positive Effect

This study aims to find out how Youtube contributes the development of students’ speaking English skill. The design used in this research was one group pretest and posttest. The population of this research is all of the students at the first semester of english language education in the academic year 2019/2020 which the accessible population is 84 students while the sample of this research was 30 students. It took by using purposive sampling technique because the writer chose the sample based on proficiency and the sample is suitable for the purpose of the research. The data collected in this reseasrch is quantitative data. The writer used a test to collect the data. Then, to know the noramility and homogeneous distribution or not, the writer used the normality and homogeneity test. From the result of test normality showed that significant value of pretest was 0.047, while the significant of value of post-test was 0.000. It means that the data is not normal distribution, it was because the significant value of post-test 0.000 were less than 0.05. The result of homogeneity showed that the significant score was .026. based on the testing criteria significant score < 0.05. It means the data is not same variant group. Therefore, the test of data hypothesis, the writer used non-parametic test, Mann Whitney test. Its result of test showed that significance score .000 was smaller than probability score 0.05. It was concluded that accepted. In other words there was a significant positive effect of using youtube as media to improve students; speaking english skill.

scholarly journals English Language Education in Algeria: Hostage of an Exam-Centric Education System

2019 ◽  
Author(s):  
Nabil Djawad BEMMOUSSAT ◽  
Naima BOUYAKOUB
Keyword(s):  
Education System ◽  
Classroom Practice ◽  
English Language ◽  
Standardized Test ◽  
Language Education ◽  
Research Paper ◽  
Sample Population ◽  
English Language Education ◽  
Vocabulary Building ◽  
Post Test

The present research paper is a plea for a reform policy of English Language Education in Algerian secondary-school education. It attempts to redraw the boundaries of English as a Foreign Language (EFL) from a teaching-testing perspective based on two fundamental questions: the ‘what-to-teach’ and the ‘what-to-test’, which represent the rationale of Algerian EFL classrooms. It also expands into a discussion of the discrepancies existing between stated objectives and classroom practice. This deviation from the prescribed syllabus is dictated by the Baccalaureate exam, a standardized test par excellence and the ‘entry visa’ to university. The study was carried out with a sample population composed of twenty-eight male and female students from the English Department of the University of Tlemcen, Algeria during the first term of the academic year 2018-2019. The data collected tools employed in this pilot experimental study, a pre-unit test (a pre-test), remedial activities, and a post-test, were conducted on the sample at the end of the experiment. The research paper culminates with a formulation of initial pedagogical steps that are likely to develop students’ communicative abilities within an exam-centric education system characterized by a grammar-focused and vocabulary-building test-oriented teaching. Hence, to negotiate a balanced approach that would accommodate both effective teaching and efficient testing.

scholarly journals Indonesian Freshmen’s Challenges in Collaborative Learning during COVID-19 Pandemic:A Reflection of a Procedural Writing Class

2021 ◽  
pp. 307-317
Author(s):  
Listyani Listyani
Keyword(s):  
Collaborative Learning ◽  
Education Program ◽  
English Language ◽  
Collaborative Work ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Writing Class ◽  
Writing Students ◽  
Teaching Learning

One of the impacts of the COVID-19 pandemic in the world of education is the implementation of online learning. Almost all teaching/learning activities must be changed and adjusted with the virtual classes. One among other activities commonly done in an English language education program is group work or collaborative work between or among students. Due to the pandemic situation, this particular activity should also be done online. This study aims to describe freshmen’s perspectives on collaborative work done in a Procedural Writing class. The teacher of the writing class randomly paired the students to work collaboratively. There is only one research question in this study: What challenges do Procedural Writing students experience in doing collaborative learning during the pandemic COVID 19? Data were derived from reflections that fourteen (14) Procedural Writing students at an English Language Education Program (ELEP), UKSW, Indonesia, wrote in the sixth week of Semester II/ 2020-2021 academic year, and from interviews with two participants who said that they were not happy with collaborative learning. Findings showed that in general, the freshmen felt that collaborative work helped them write better, they got more ideas, helped in their grammar, and exchanged knowledge. Only two students felt unhappy due to misunderstanding and ideas which were not delivered successfully. This study will hopefully be useful for writing teachers, practitioners in education, as well as students so that they will have a wider horizon of what writing students feel and experience in collaborative learning during this pandemic era.

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