The Acquisition and Learning of EFL in A Non-formal English Education in Indonesia

The acquisition and learning of English as a Foreign Language differs from that of English as a Second Language. In the EFL setting, it is not sufficient if the teaching and learning processes only depend on formal institution. Because of that, the non-formal education plays an important role to support the processes. This research aims at exploring (1) how Kampung Inggris Kebumen – as one of non-formal educations in Indonesia – was built; (2) what the teaching method used to make the learners in Kampung Inggris Kebumen speak English without any reluctance; and (3) how the learners in Kampung Inggris Kebumen acquire and learn English. This research applies qualitative method i.e. a descriptive case study by means of observation and interviews. The result shows that (1) as one of non-formal institution, Kampung Inggris Kebumen plays a significant important role in the success of English teaching and learning in Kebumen Regency, in terms of their collaboration with MGMP Sekolah; (2) Kampung Inggris Kebumen applies the combination of direct method and audio lingual method which are confirmed supportive in the process of acquiring and learning English as a Foreign Language; (3) The students feel that they can decrease their affective filter since the instructors of Kampung Inggris Kebumen use many fun learning activities, provide rich exposures, and intensive time to apply the English in students’ real life. Keywords : acquisition, learning, EFL, non-formal education

CORRELATING READING LITERACY AND WRITING LITERACY IN JUNIOR HIGH SCHOOL PEMATANGSIANTAR

Good literacy ability is one of the demands in learning 21st century. The purpose of this study was to find out the correlation between students' reading literacy ability and writing visual text ability for seventh grade students of SMP Negeri 1 Pematangsiantar. 133 respondents from 200 populations were randomly selected using simple random sampling technique. This is a quantitative research method using correlation research. Data collection used tests including multiple choice and essay. Using the Pearson products moment formula, this study analyzes data from both tests. The hypothesis of this research is H1 which states that there is a correlation between reading literacy ability and writing visual text ability and H0 states that there is no correlation between reading literacy ability and writing visual text ability. The results of this study indicate the correlation coefficient between the two variables is r =0.91 It means that there is a very strong relationship between reading ability and writing visual text ability. Based on the correlation coefficient, it can be concluded that H1 is accepted and H0 is rejected. Then, the coefficient of determination is symbolized by r2 is 0.83, it means the students' writing visual text ability is 83% influenced by reading literacy ability.

The Effect of Task-Based Language Teaching on Students’ Oral Communication Skills in EFL Classroom

The purpose of this study was to investigate the effect of context specific task-based language teaching approach on students’ oral communication skills. The study was conducted on grade 9 students of Addisalem Secondary school which is found in northern Ethiopia. For this purpose, quasi-experimental research design was employed. Two sections which contained 92 grade 9 students were selected using purposive sampling technique based on similarity of group identification test score. After identifying the control and experimental groups, speaking test (pre-and post-test) and students’ questionnaire (for experimental groups only) were used to get data. To test the reliability of the speaking test, Cronbach’s alpha was calculated. The internal consistency of the questionnaire gained from 27 pilot group students was 0.783. Thus, the tools of this study were reliable. The validity of the treatment manual, the pre-test and the post-test were also evaluated by two well experienced EFL teachers in a nearby school. T-tests were run to compare the improvement between and within groups. When we see the findings of the study, the paired sample t-test result revealed that the experimental group students showed a progress in their oral communication proficiency after the treatment. There was statistically significant differences at (sig.2-tailed=0.000) between the mean scores of the experimental group on the speaking pre-test and post-test. Again, the result of the independent sample t-test indicated that there were statistically significant differences (sig.2-tailed=0.000) between the mean scores of the experimental group exposed to the designed context specific task-based program, and the control group receiving the tasks in the text book on the post-test in oral communication proficiency. Moreover, the result of experimental group students' questionnaire showed that task-based instruction had a positive impact on students' oral communication skill, as well. Finally, based on the findings of the study, the researchers forwarded ideas to improve the students’ oral communication.Key words: task based, oral communication, effect

Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses

Gender and indigenous knowledge are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into considering, this study critically examined and analysed the issues of addressing gender and integrating IK into the M.Ed. English courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and an open-ended questionnaire with the teachers from TU. The study found that the course content is not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research are gender and indigenous friendly as responded by the participants. Its implication is that the M.Ed. English courses of Nepal’s TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context.

STUDENTS’ AWARENESS OF LANGUAGE USE AND LANGUAGE KNOWLEDGE ON EFL LEARNERS

This research was conducted because the researchers found that there was a language development program where students were required to use English on certain days, that is monday and tuesday. Based on preminary research, the research found some problems that occur in the use of language and language knowledge in VIII class at Mts Sumatera Thawalib Parabek. There are: some students just talked without paying attention to the correct sentences and students rarely used English for communication or interaction. The design of this research was descriptive quantitative. The sample was collected from 57 students of VIII grades of Mts Sumatera Thawalib Parabek which used purposive sampling as the data was done by identfying the respondents’ responses. The result showed that the mean score of students’ awareness of language use has a good enough awareness which score is 58,74%. Furthermore, students’ awareness of language knowledge has a good awareness which score is 68,98%.

Designing HOTS-based Digital Media to Teach Writing: Exploring Students’ Need Analysis

21st Century skills are one of the educational goals in Indonesia. One of the main goals is enable students to compete at the global level. As a consequence, HOTS-based learning is introduced through 2013 curriculum. In this case, media, materials and teachers should be able to facilitate the students getting used to implement HOTS. To fulfil these challenges, this study investigated the students’ needs which are then used as a basis in the development of digital media. This study is classified into research and development (R & D). A questionnaire was employed to take the data and was distributed to 83 senior high school students. Three students voluntarily took part in the interview to confirm the results of the questionnaire. The results of this study showed that students faced difficulty in learning writing, especially in using the correct grammar and mastering English vocabulary. Consequently, they need and want the material or activity in the media that can train them to improve their understanding of grammar and vocabulary mastery. In addition, they also declared that they need to improve their HOTS, as they are still unable to use analyzing and creating skills. At the same time, the learning-need data indicated that students hoped that the developed media should provide opportunities for fellow students and teachers to mutually review writing and provide constructive comments. The material in the media is expected to provide warm-up activities in forms of videos, quizzes and problems to be discussed. All the topics provided must be relevant to their daily life.

Pre-service Teachers’ Responses to Peer Spoken Feedback in Micro Teaching Class

Feedback has been investigating for many years. Previous studies have proved that feedback is a powerful tool which teacher can use to foster students’ achievement. Students can obtain feedback from their peers, teachers, or themselves as a reflection. Feedback can be given through different mode, namely, written or spoken. This survey research aims to examine pre-service teachers’ responses to peer spoken feedback in micro teaching class. This research was conducted in Micro Teaching class F at English Language and Education Study Program of Sanata Dharma University. There were twenty-three participants in this study. Questionnaire and interview were used to gather the data. Based on the findings, the students have positive response towards the use of peer spoken feedback in micro teaching class. The students’ positive response can be seen from their attitude and motivation. The students have positive attitude to the use of peer spoken feedback. They were pleased in the peer spoken feedback activity. The students willing to engage in the activity of peer spoken feedback as well. The students showed the desired response. Through attainning peer spoken feedback, the students became more well-prapared in the teaching practice. Moreover, the students were motivated to perform a better teaching perfromance in the next teaching practice. Key Words: micro teaching, peer spoken feedback, response

Making Connections: A Metacognitive Teaching Strategy in Enhancing Students’ Reading Comprehension

Reading comprehension skill is crucial for success beyond academic endeavor. However, even academic success can never be possible when a student does not understand the importance of developing good reading comprehension. Using one-group pretest–posttest research design, the study explored the effect of making connections as a metacognitive teaching strategy to enhance the students’ reading comprehension. Purposively selected college students were given assessments and intervention. Based on the data gathered from the pretest and posttest, findings revealed that application of metacognitive teaching strategy, making connections has a positive effect on enhancing the students’ level of reading comprehension as indicated by an increase from average to very high level. The six levels of reading comprehension which were the literal, inferential, appreciative, critique, and evaluative also showed improvement. Results of the Metacognitive Awareness Reading Strategies Inventory (MARSI) indicated that students were unconsciously using Global reading, Problem-solving, and Support reading strategies. Focus group discussion revealed factors that affect the reading comprehension such as interest, teaching styles, and language. The study suggested the important role that educators play in maximizing the benefits of making connections and making use of any other metacognitive strategy towards developing higher level of comprehension leading to academic success.

Attitudes and Motivation of Afghan Students toward Learning English

This study investigated Afghan students’ attitudes and motivation toward learning English at six different universities in Afghanistan. Several factors were believed to influence their success in learning English (i.e., motivation types as a major factor together with variables, such as gender, grades, fields of study, parental/teacher involvement, language learning anxiety and academic achievement). In searching for a reliable attitudinal profile of the subjects, quantitative research methodology was adopted along with mixed research techniques. The data was collected from 457 university students (273 male and 184 female) and 12 university EFL teachers through questionnaires and interviews. The findings showed that most of the Afghan university students held a positive attitude toward learning English and they were highly influenced by three types of motivation (i.e., instrumental, integrative, and intrinsic). Significant differences were found in the attitudes of students in terms of their fields of study, grades, and language learning anxiety. Interestingly, the findings also showed that some students were demotivated to learn EFL due to the propagation that English will no longer widely be used if NATO and US forces leave Afghanistan. It is suggested that EFL teachers should adopt motivational strategies in their classes to develop students’ positive attitudes and enhance their motivation toward learning EFL.

A STUDY OF THE STUDENTS’ LEARNING STYLE AT THE SECOND GRADE OF SMP PESANTREN GUPPI SAMATA

The research aimed to analyze students’ receptive learning style, processing learning style, and expressive learning style in the second-grade students of SMP PesantrenGuppiSamata. The research was in qualitative method, it collects, analyzes, and interprets the phenomenon of learning style in the second-grade students’ of VII B class in SMP GuppiSamata as the subject of research. The data was collected using observation and interviews. The result of this research showed that each student is different based on how they receive, process, and express their information. There were 17 students in VII B class. For the receptive learning style, there were three visual learners, five auditory learners, six kinesthetic learners, and the other three students who used multiple learning styles. In processing learning style there were seven left-brain learners and ten mid-brain learners. In expressive learning style, there were two students used creatively as output area, nine students used writing as output area, one student used thinking as output area, two students used creative and thinking as output area, and two students can use multiple output area. The research helped the students to know and realize their own learning style, providing a contribution to the teacher to plan learning strategy and learning activity that will suit each learning style and to be a new reference andupdates the existing study.