The Implementation and Students Perceptions of Corpora Utilized in Teaching and Learning Agreement and Disagreement Expressions

This study is intended to investigate how the EFL teachers in Ruteng run their English class within COVID-19 pandemic era. It focuses on the media used in teaching and learning process and their reason/s of choosing and using those media. It is significance to examine as the teaching and learning process within COVID-19 pandemic is different from conventional teaching and learning process. The study is done under qualitative research and has 30 EFL teachers of both junior and senior high schools in Ruteng, Flores, East Nusa Tenggara, Indonesia as the respondents. The data were collected by using a questionnaire and doing an interview in WhatsApp. The result shows that (1) there are six applications used by EFL teachers as their teaching media (WhatsApp, Google Classroom, Zoom, Google meet and Schoology) with the most dominant application used is WhatsApp. (2) Each EFL teacher in Ruteng uses at least two-four applications in running their online class and (3) the purpose of using those applications are to share the material, arrange task or examination, correct and give feedback to students’ work.

This study is intended to investigate how the EFL teachers in Ruteng run their English class within COVID-19 pandemic era. It focuses on the media used in teaching and learning process and their reason/s of choosing and using those media. It is significance to examine as the teaching and learning process within COVID-19 pandemic is different from conventional teaching and learning process. The study is done under qualitative research and has 30 EFL teachers of both junior and senior high schools in Ruteng, Flores, East Nusa Tenggara, Indonesia as the respondents. The data were collected by using a questionnaire and doing an interview in WhatsApp. The result shows that (1) there are six applications used by EFL teachers as their teaching media (WhatsApp, Google Classroom, Zoom, Google meet and Schoology) with the most dominant application used is WhatsApp. (2) Each EFL teacher in Ruteng uses at least two-four applications in running their online class and (3) the purpose of using those applications are to share the material, arrange task or examination, correct and give feedback to students’ work.

This study is intended to investigate how the EFL teachers in Ruteng run their English class within COVID-19 pandemic era. It focuses on the media used in teaching and learning process and their reason/s of choosing and using those media. It is significance to examine as the teaching and learning process within COVID-19 pandemic is different from conventional teaching and learning process. The study is done under qualitative research and has 30 EFL teachers of both junior and senior high schools in Ruteng, Flores, East Nusa Tenggara, Indonesia as the respondents. The data were collected by using a questionnaire and doing an interview in WhatsApp. The result shows that (1) there are six applications used by EFL teachers as their teaching media (WhatsApp, Google Classroom, Zoom, Google meet and Schoology) with the most dominant application used is WhatsApp. (2) Each EFL teacher in Ruteng uses at least two-four applications in running their online class and (3) the purpose of using those applications are to share the material, arrange task or examination, correct and give feedback to students’ work.

<p class="0abstract">Advances of technology and innovation suggest new form and paths in language teaching. Social media use can be a great influence for English as a Second Language (ESL) students especially in writing competency. Despite of many positive reports that presented affordances in social media use, however, there are insufficient studies that investigate ESL trainee teachers’ perception on this matter. Therefore, this study aimed to investigate ESL pre-service teachers’ views upon leveraging the use of social media in teaching of writing focusing on the opportunities and challenges. This study employed qualitative methods where thirty-four ESL pre-service teachers from a public university were involved. Based on the findings, it can be concluded that ESL pre-service teachers perceived the use of social media in teaching writing can be of beneficial and similarly challenging. Opportunities stated by the participants include enhancement in collaborative learning, supporting students’ self-directed learning and simplify the teaching and learning processes. On the other hand, the challenges mentioned by the participants are that social media can be a source of distraction, deterioration in language and plagiarism. Thus, it is advisable that teachers play their roles responsibly in managing students’ activities online and also be equipped with technology skills to enhance the establishments of social media in ESL teaching of writing.</p>

This study aimed to develop infographics as teaching media for 7th students of grade secondary school in learning English. The method used in this study was Design and Development research (DnD) promoted by Richey and Klein (2005) which consist three steps, namely design, development, and evaluation. Initial observation had been done at one of junior high school in North Bali. In that observation, it was found the use of visual media in teaching still monotonous. The visual media that used in the teaching and learning process were only PowerPoint and videos from YouTube. The PowerPoint was mostly used in the teaching and learning activity. The PowerPoint slides were filled with many words related to the material. The teacher only explained the material through PowerPoint without doing other learning activities. The development of infographics was done to support the teacher in using visual media in teaching and learning process. The data collections of this study were carried out by library research, document analysis, and expert judgment. The data analysis of this study used mixed qualitative and quantitative research. The result of this study was infographics are very good media for teaching English to 7th grade junior high school. The design in each infographics was simple and effective as visual media for English teaching and learning activity. The quality of infographics was assessed using expert judgment by two experts. The result of expert judgment was the infographics media were classified as good media and did not need to be revised based on level accomplishment from Agung (2013). Teachers were expected to use various visual media in the class for creating fun and meaningful learning process. The infographics became complementary teaching media and can be used for a long time period.

Dysphemisms, expressions motivated by hatred, contempt, fear, or envy, appear when a neutrally or positively keyed expression is deliberately replaced with another with negative associations. The use of dysphemisms in mass media largely creates an image of society and social life. This language, being short, sharp and clear, adapted to and suitable for readership with diverse social status and sensibility, should not include dysphemisms for their negative character, although we infrequently come across them. We have presumed dysphemisms to be used in every kind of newspaper, at a different level and frequency. The research is based on identification, classification and analysis of dysphemisms used in British newspapers (The broadsheet papers - The Daily Telegraph, The Guardian and The Times, and the tabloids - The Sun, The Mirror and The Daily Mail). In order to show their frequency in everyday discourse, the examples found in the media have been cross-checked against the native language corpora – British National Corpus (BNC) and Corpus of Contemporary American English (COCA). The results show that all processed newspapers and magazines contain dysphemisms, depending on the type and format. Low quality tabloids and sensationalist press use them more frequently (with a higher level of offence) than the informative press with better quality content.

The study aims at exploring the usage of the Phrasal Verbs in the lower secondary Bangladeshi ELT textbooks which are prescribed by the Government of Bangladesh at national education levels. The methodological approach continues in this study based on the corpus tools and related analysis on the topic of Phrasal Verbs usage in those textbooks. The phrasal verbs that are found in the textbooks are extracted from the textbooks; their frequency distributions are analyzed, and finally checked with the two most authentic corpus of the English Language - The British National Corpus (BNC) and Corpus of Contemporary American English (COCA). Alongside, deriving the top fifteen Phrasal Verbs in the textbook corpus with their significant values; the relative positions to the two reference corpora and other corpus-related scores of the phrasal verbs are compared, regarding the study of Liu (2011). The results find that the Phrasal Verbs used in the selected textbooks are quite irrelevant to the two standard big corpora. Finally, based on the findings some remarks and implications are prescribed for pedagogical purposes. The current study would be the first one that examines the Bangladeshi Lower Secondary ELT textbooks assisted by the corpus approach.

The ultimate goal of this paper is to provide an in-depth analysis of the frequency of you must and you have to in the Corpus of Contemporary American English (COCA), the British National Corpus (BNC), and the Corpus of Historical American English (COHA). The COCA clearly shows that you have to may be the preferable one for Americans. When it comes to the genre frequency of you must and you have to, you must is the most frequently used one in the TV/movie genre and you have to is the most commonly used one in the blog genre. The BNC indicates, on the other hand, that you have to may be preferred over you must by British people. The BNC clearly shows that in the fiction genre, you must is the most widely used one, whereas in the spoken genre, you have to is the most frequently used one. This paper argues that the expression you must know is the most preferred by Americans, followed by you must go, you must understand, you must think, and you must take, in that order. This paper further argues that the expression you have to go is the most preferred one in America, followed by you have to get, you have to say, you have to make, and you have to take, in that order. Additionally, the BNC shows that the expression you must know is the most preferred by British people, followed by you must provide, you must go, you must get, and you must take, in that order. The BNC indicates, on the other hand, that the expression you have to go is the most preferred by British people, followed by you have to pay, you have to get, you have to take, and you have to make, in that order. Finally, the COHA clearly shows that you have to may have been the most preferable one for Americans in 1930, whereas you have to may have been the most preferable one for Americans in 2000.

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.

Arabic is a language that is difficult to learn because of the minimal methods teachers use when teaching, or the difficulty of students focusing when learning Arabic. For this reason, effective teaching media is needed in Arabic language lessons. This research aims to determine the application of crossword puzzle game media to improve vocabulary memorization in teaching Arabic to students at "Jannaturroichan" Middle School in Peterongan Jombang. Therefore, this research applies the crossword puzzle game media. The research method used is descriptive qualitative research with a case study approach. The qualitative approach focuses on the design, use, management, and evaluation stages, as well as data collection through interviews, observations, and documentation, research reveals that crossword puzzle media in Arabic language teaching has supporting and inhibiting factors. The supporting factors are the quality of teachers who are educative, innovative, and have teaching certificates. And the inhibiting factors are students who lack motivation so they are not enthusiastic about learning Arabic. This study also found that the media of crossword games in teaching Arabic can increase students' enthusiasm for learning because the learning process is exciting and not boring. In this study, the researcher wants to share experiences in the application of crossword game media in teaching Arabic to increase students' vocabulary.Keywords: Cross gaming, Descriptive qualitative, Improved Arabic language

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.

Using British National Corpus (BNC) as the reference corpus and Chinese Learner’s English Corpus (CLEC) as the observed corpus, this paper attempts to analyze synonyms in Chinese learners’ English based on “event” and “affair.” By comparing the frequency, colligation, collocates, and semantic prosody of the two words in BNC, it is found that “event” and “affair” differ from each other in terms of frequency and semantic prosody. The same comparison is made between BNC and CLEC. It is found that Chinese learners’ English vocabulary is rather small, and there is no significant difference in the semantic prosody of the two words between English native speakers and Chinese English learners except that Chinese English learners have a misunderstanding about “love affair,” which may be attributed to their negligence of semantic prosody in the process of learning.

Nowadays, in 21st-century learning, English teachers are demanded to be creative in teaching. Using media in teaching is one of the samples of teacher creativity. This study aims to determine the teachers’ perception of using media in teaching English at SMK N 1 Kinali. This type of research is descriptive research through a qualitative approach. In this study, the researcher used purposive sampling, involving three English teachers at SMK N 1 Kinali who used media during the teaching and learning process in the classroom. In collecting data, the researcher conducted observations and interviews with three teachers regarding what media the teacher used in learning English and how the teachers’ perception of using media in teaching English. The researcher found several media used in teaching English by teachers including; graphic media, audio media, project silent media, media games, and simulation. In addition, researchers also found that teachers have a positive perception of the use of media in teaching English. The teacher already has an understanding that the presence of media will support the smoothness of the teaching and learning process. However, teachers do not always use the media during the teaching and learning process. In terms of using the media, teachers also experience problems including a lack of internet access around the school environment and attacks on the media by students for matters not related to the teaching and learning process. However, behind that, all teachers are also trying to prepare media based on student characteristics which include different ways of learning, different interests in using media, and different levels of understanding.

The integration of Information and Communication Technology (ICT) in education has significantly transformed the teaching and learning process, particularly in language instruction. Among the various ICT tools, Google Meet has emerged as an innovative solution to enhance engagement and effectiveness in English language teaching, especially for young learners in junior high schools. This study aims to describe the English language teaching methods employed by English teachers to utilize Google Meet in junior high schools and identify the factors that hinder its use in the classroom. The research was conducted with English teachers at junior high schools, employing a descriptive qualitative method. Data were collected through teacher interviews and in-class observations, embracing both observational techniques and interviews. The gathered data were analyzed qualitatively through processes of reduction, data visualization, and comprehensive data analysis. To ensure the reliability of the data, researchers used triangulation methods. The findings of the study indicate that the use of Google Meet in junior high schools in Mataram is extensive, particularly with the implementation of the 2013 Curriculum and the Merdeka Curriculum. Google Meet is employed for various purposes, from managing attendance to student activation and scoring systems. To support the integration of Google Meet and reduce uncertainties in the teaching-learning process, schools have provided facilities such as Wi-Fi, projectors, sound systems, and individual Google Meet accounts for each class. Despite these advancements, the study identified several factors and conditions that limit the use of Google Meet. These include time constraints, as each teaching subject is allocated only one hour per week, and established classroom practices that may resist the adoption of new technologies.

Swearing is a part of everyday language use. To date it has been infrequently studied, though some recent work on swearing in American English, Australian English and British English has addressed the topic. Nonetheless, there is still no systematic account of swear-words in English. In terms of approaches, swearing has been approached from the points of view of history, lexicography, psycholinguistics and semantics. There have been few studies of swearing based on sociolinguistic variables such as gender, age and social class. Such a study has been difficult in the absence of corpus resources. With the production of the British National Corpus (BNC), a 100,000,000-word balanced corpus of modern British English, such a study became possible. In addition to parts of speech, the corpus is richly annotated with metadata pertaining to demographic features such as age, gender and social class, and textual features such as register, publication medium and domain. While bad language may be related to religion (e.g. Jesus, heaven, hell and damn), sex (e.g. fuck), racism (e.g. nigger), defecation (e.g. shit), homophobia (e.g. queer) and other matters, we will, in this article, examine only the pattern of uses of fuck and its morphological variants, because this is a typical swear-word that occurs frequently in the BNC. This article will build and expand upon the examination of fuck by McEnery et al. (2000) by examining the distribution pattern of fuck within and across spoken and written registers.