English Lecturers Research Articles

LINGUOCULTURAL ANALYSIS OF ENGLISH AND ARMENIAN LETTERING TATTOOS

LINGUOCULTURAL ANALYSIS OF ENGLISH AND ARMENIAN LETTERING TATTOOS Ruzan Museyan Lecturer at the Chair of English, Brusov State University, Armenia, Yerevan   ЛИНГВОКУЛЬТУРОЛОГИЧЕСКИЙ АНАЛИЗ ТАТУИ

THE SYNCHRONOUS AND ASYNCHRONOUS LEARNING AT ENGLISH DEPARTMENT OF UNIVERSITIES IN SOUTH KALIMANTAN: PRACTICES AND CHALLENGES

The purposes of this research are to describe types, practices of Synchronous and Asynchronous learning and to explore the challenges faced by the lecturers at English Departments in South Kalimantan. The researchers employed mixed-methods sequential explanatory design which consist of two distinct phases, quantitative (numeric data) by using questionnaire followed by qualitative by using observation and interview in order to elaborate the results obtained from quantitative data. This research was undertaken in nine English Departments in South Kalimantan. The participants were 53 English lecturers who teach at those universities. The types of synchronous used by the lecturers were Text-based chat / Instant Messaging / Online Chat (WhatsApp), Web Conferencing / Virtual Classroom (Zoom and Google Meet), Whiteboards, Real-time and Non real time document sharing (Google documents). The asynchronous types were Email, WhatsApp Group, Google Classroom, YouTube Link, PDF Files, MS Words Files, Learning Management System (LMS)/e-learning. The lecturers used direct feedback, real time classroom interaction and communication during synchronous learning. On the other hand, they provided delayed feedback, practiced not real time classroom interaction and communication in asynchronous learning. They facilitated individual and group collaboration for both learnings. The lecturers faced a number of challenges in implementing Synchronous and Asynchronous learning such as Technological Problems / Internet Connection, Students’ Motivation, Classroom Management, Lack of technological supports, Students’ Participation, Interaction, Time Management, Feedback, Materials Development, Monitoring, Instructional Method, Flexibility, and Cost Effectiveness.

Challenges and Strategies in Early Teaching Experience: Voice of Novice EFL Indonesian Lecturers

For novice EFL lecturers, the early years of teaching are quite challenging, as what they find ‘ideal’ in pre-service education is different from the realities of the classroom. The unfamiliar curriculum, limited supports from institutions, and socialization issues are general challenges for new lecturers. This study aimed to explore the voices of novice EFL Indonesian lecturers about the challenges faced and the strategies used in their early teaching experience. In this qualitative case study, the data were collected through interviews with four participants (novice EFL Indonesian lecturers). This study found that there were two major challenges that novice EFL lecturers faced in their early teaching experience, namely student-related challenges (students’ low proficiency in English, students’ negative learning attitude, students’ low critical thinking) and institution-related challenges (unavailability of suitable syllabus and high demand of the university to the teachers). In responding to student-related challenges, novice EFL lecturers employed some strategies such as grouping students into mixed-ability groups, adjusting the materials to the student’s level of proficiency, setting rules and consequences with students, and designing activities that promote critical thinking. In coping with institution-related challenges, these teachers collaborate with other English lecturers to develop a module and they consult with their coordinators to navigate the situation.

Incorporating English Skills in Blended Learning During the COVID-19 Pandemic: A Narrative Inquiry

The present study mainly attempts to explore the experiences of the two English language lecturers in incorporating English skills in blended learning during the COVID-19 pandemic and its effects on teaching professionalism considering that few studies discuss the ways of incorporating English skills in blended learning in more detail. To investigate the lecturers’ experiences, a narrative inquiry was employed in this study. Data were collected through narrative interviews with two English language lecturers at one of the Indonesian higher educations. The findings reveal that blended learning can be a better solution for learning activities amidst the COVID-19 pandemic. Regarding English skills incorporation in blended learning, it was found that the English lecturers used a number of ways of teaching English. First, creating a fun class in blended learning by using some applications like YouTube, video, Instagram, Facebook, and others in incorporating English skills. Second, asking students to have presentations and explain the materials. Third, reviewing books or observing videos. Fourth, providing games in the EFL classroom. Fifth, making use of digital technology and application in teaching English in blended learning such as Kahoot, Quizzes, Google Workspace, Jam board, Pear deck, and so on. Finally, the English lecturers are interested in making use of blended learning in incorporating English skills, particularly during this pandemic. Further, they intend to provide suitable materials for blended learning in EFL classrooms. The findings of this study have offered the need of developing professionalism among the English lecturers in implementing blended learning that can be realized by taking part in training on the application of blended learning and providing appropriate English materials in incorporating English skills for creating meaningful and successful learnings.

Tribute to Kurt Opitz (1931-2021) - German Contributor to Maritime English

This paper aims at providing an insight into the work of late Professor Emeritus Kurt Opitz, German lexicographer, and applied linguist as an ESP practitioner with special regard to Maritime English. A list of Opitz’s contributions to both the above-mentioned linguistic branches has been compiled and attached to this paper. His work has been considered as contributing to identifying and providing insight into some crucial issues in lexicography, especially the production of a learner’s dictionary. Familiarity with these issues was enabled by Opitz’s performing the role of Maritime English lecturer. In addition, the activity in the field of maritime education and training encouraged him to envisage and organize the teacher training activities within a national association, but with a view of openness to the worldwide Maritime English teaching community, which resulted in the foundation of G.A.M.E. (Gesellschaft für Ausbildung in Maritimem Englisch = German Association for Maritime English / Association for Maritime English). The paper presents Kurt Opitz along the line of his distinctive personal and professional development, not only as a linguist with particular fascination for lexicography, but also as an applied linguist with a great enthusiasm for the promotion of constantly updated Maritime English and its teaching methodology. Other, not so widely known facets of Opitz’s interests, e.g. his polyglot and literary profiles, have been discovered by the authors during this research and are brought here before our readers.

Developing English Reading Descriptive Text Materials Based on Scientific Approach for Grade X Students of Computer and Network Engineering Study Program at SMKS Harapan Al-Washliyah Sigambal

The objective of this study was to develop materials of reading descriptive text as supporting learning for grade X computer and network engineering students at SMKS Harapan Al- Washliyah Sigambal. The research was conducted by using the simplication of Research and Development theory by Borg and Gall (2003) which simplified by Puslitjaknov (2008). The data was taken through observation, questionnaires, and interview. The materials were validated by an English lecturer and an English teacher by using validation sheets which is adapted from BSNP. The data were collected by using descriptive analysis and the materials were arranged based on Scientific Approach. The study’ results revealed that: (1) the materials used do not support the students study program because the topics of the materials are still considered general, (2) relevant reading materials are needed by students in vocational school especially in computer and network engineering study program, (3) the developed reading materials based on Scientific Approach have been validated with the score 3.52 from the first expert and 3.65 from the second expert which is in the range of 3.25 < ≤̅ 4.00 and categorized as “Very Good”. The reading descriptive text materials have been developed in accordance to the students’ needs based on Scientific Approach.

PHONOLOGICAL INTERFERENCES IN THE ENGLISH OF BUGINESE STUDENTS

The problem of phonological interference, which is a key contributor to incorrect pronunciation of English as a foreign language, is still a problem in English language instruction, especially in the area of pronunciation and phonology. Therefore, it's crucial to look into how native language influences how English sounds are produced by EFL students. This study brought to light the phonological errors that Buginese students make when pronouncing English sounds. This study used a qualitative approach, particularly in the form of case studies, to address the objective. 10 second-semester students who are originally from different Buginese regions participated in this research at State University of Makassar. The researcher tested students' pronunciation of English consonants to gather information about the students' phonological interference. The test recording was then translated and examined in light of the students' pronunciation errors. It was discovered that eight consonants were mispronounced by Buginese students, which areconsonants /f/, /v/, /θ/, /z/, /ʃ/, /ʒ/, /dʒ/, and /ð/. Buginese pupils make the closest sounds that are present in Buginese to pronounce these eight consonants. The study's findings were useful in that they helped identify certain English sounds that Buginese pupils had trouble pronouncing, which the English lecturer might use to help the students' pronunciation.

Performance in a task improves when subjects experience respect, rather than admiration, for those teaching them

Abstract Introduction One experiences admiration and respect when acknowledging excellence in others. Admiration relates to the person’s superior abilities, whereas respect focuses on the person as a whole. Although previous studies suggest a link between admiration/respect and motivation, it is unclear as to whether these emotions enhance task performance. We investigated the relationship between admiration/respect and task performance. Method Forty-two Japanese participants completed an English exam, watched a video, and completed a second exam. In the video, an interviewer asked an English lecturer to provide tips for completing the exam. After the second exam, participants rated the amount of admiration and respect they had for the lecturer and interviewer. We examined whether experiencing admiration/respect enhanced exam scores. Results We found that experiencing admiration had no significant effect on exam scores. However, the participants who had stronger respect for the lecturer improved their score (p < 0.001) whereas the score of the other participants did not differ between exams (p = 0.504). Moreover, the analysis showed a positive correlation between score increment and the amount of awe, a subcategory of the Japanese concept of respect (p = 0.014). Conclusion The results suggest that respect (particularly awe), rather than admiration, is involved in performance improvement.

THE DEVELOPMENT INTEGRATED ENGLISH SYLLABUS FOR PHARMACY STUDENTS OF BENGKULU UNIVERSITY IN ACADEMIC YEAR 2021-2022

This study aimed to find out English skills that the student needs in Pharmacy classes at Bengkulu University and design the appropriate English syllabus for the students according to their needs. This research method applied research and development (R&D). The population of this research consisted of 350 Pharmacy students, 1 Pharmacy lecturer, 1 English lecturer and 2 Pharmacists. Random sampling was used to select a sample of 50 pharmacy students and the total sampling technique was to take 2 lecturers and 2 pharmacists. The data were collected from a questionnaire adapted from Jatmiko, S.B. (2016) and an interview. The researcher analyzed the data by counting the percentage. The results of this research showed that listening skills gained 23%, speaking skills gained 28%, reading skills gained 25% and writing skills gained 24%. From this data it can be seen that the highest percentage is in speaking, but the percentage among other skills is not much different. Therefore, it can be concluded that according to the results of data analysis, the syllabus is designed based on an integrated approach that has been validated and discussed with several experts. Based on the results of the data analysis, a syllabus was designed based on an integrated approach which has been validated and discussed with several experts. It is suggested that further researchers can develop English for pharmacy materials based on the integrated English syllabus from this study

A MODEL OF SPEAKING LESSON PLAN BASED CONTEXTUAL FOR PRIMARY SCHOOL TEACHER EDUCATION STUDENTS

Lesson plans are an essential component of teaching. English lecturers must be skilled, creative, and innovative in order to enable students to absorb language learning knowledge easily and effectively. In teaching English speaking skills in class, lecturers need good preparation by designing lesson plans as directions or roadmaps for all activities carried out by lecturers and students in class to achieve appropriate and effective competencies so as to create fun and interesting teaching. Students in primary school teacher education are given with English subject as a provision that will be offered in primary schools to aid their performance as prospective primary school teachers in teaching English. Speaking abilities are one of the skills that students pursuing a degree in primary school teacher education must have in order to master the capacity to communicate in spoken English. The purpose of this paper is to provide information about contextual-based English speaking lesson planning. The process of developing model speaking lesson plan based contextual used an educational research and development (R&D). a number of instruments were used, i.e. interview, classroom observation, and document. This study can be useful for English lecturers and researchers as a guide to teaching speaking English using a contextual approach. This review paper delves into the body of research on the term problem of English speaking skills in primary school teacher education, lesson plans, aspects of lesson plans, activity in teaching speaking, teaching cycle, and a sample of lesson plans’ procedure using teaching speaking based on a contextual approach. The more lecturers plan, the better they will be.

The Usage of Speech-Enabled Language Translation as an Effective Factor During Lectures in a Foreign Language as the Medium of Instruction

Speech-to-text recognition (STR) usage in lectures in English as the medium of instruction (EMI) has been recognized as an assistive technology, but previously reported studies have neglected to investigate the benefits of speech-enabled language translation (SELT) for learning. This study used either STR or SELT to help students in EMI lectures, specifically to increase their attention and meditation and also to decrease their learning anxiety. In this study, we used a mixed research method and collected the data as perceptions and mental state. Sixty-three students attended the lectures and they were categorized into two groups. Students in the STR group (n = 30) were exposed to STR texts, whereas the students in the SELT group (n = 33) were exposed to SELT texts; the affective factors in their learnings were also compared. The results showed that on comparison the attention and meditation levels in the SELT group were higher than those in the STR group, the learning anxiety decreased in lectures with SELT support, and the SELT group positively perceived the usefulness of SELT for learning. Based on the findings of this study, implications were drawn and suggestions were provided.

Incidental vocabulary acquisition from listening to English teacher education lectures: A case study from Macau higher education.

Some proponents of higher education English as a medium of instruction (EMI) have suggested listening to English lectures provides students the opportunity to incidentally acquire unknown words. A case study was designed to examine this assumption. First, the lexical profiles of 27 Introduction to English Language Teaching first-year undergraduate course lectures were computed to determine how many words students need to know for comprehension. Then an incoming year-1 undergraduate student with an English vocabulary size of 7,500 word families and mastery of the most frequent 3,000 word families listened to these lectures across 13.5 weeks with the purpose of measuring incidental acquisition gains of three aspects of word knowledge for ten targeted words. Lastly, the student’s perceptions about listening to EMI lectures and potentials for this listening inducing incidental acquisition of word knowledge were gathered through a semi-structured interview. The lexical profiling of the entire corpus showed students need knowledge of the most frequent 4,000 English word families plus proper nouns and marginal words for 98% lexical coverage; however, some lectures present students with a more substantial lexical burden than the lectures overall. The student made the most gains in receptive meaning, followed by receptive form, and finally productive meaning. Content analysis of the interview transcript found seven themes representing the student’s perception about listening to EMI lectures and their potential for inducing incidental vocabulary acquisition. While the student found listening to the EMI lectures challenging, he perceived the process as useful in preparing for university studies and a career as a secondary English teacher. The student perceived attention, topic, existing vocabulary knowledge, lecturer’s native language, and lack of interaction with the lecturer to have moderated incidental learning of vocabulary through listening to English lectures. These results indicate a need to confirm whether incoming students’ vocabulary knowledge meet the lexical demands of the EMI lectures given in the Macau context. Furthermore, pedagogical training on teacher talk strategies and orientation training for incoming students should both be provided to ensure students are receiving high quality instruction.

Online Teaching during the Covid-19 Crisis in Indonesia: Is It Effective?

The covid-19 plague compels ELT lecturers in Indonesia to move their teaching method from face-to-face to online teaching in a short time suddenly. However, the government has not fulfilled the facilities and infrastructure to do online teaching. This study investigated the effectiveness of online teaching implementation at the university level based on the English lecturers' perceptions. This study involved 46 lecturers from Indonesia in different areas, such as South Kalimantan, East Java, Central Java, West Java, Central Sulawesi, South Sulawesi, and Jakarta. The researcher used two instruments to collect the data: semi-structured interviews and questionnaires. The researcher made the data reduction and displayed to analyze the qualitative data, whereas for quantitative data, the researcher analyzed by statistical calculation. The findings of this study indicated that online teaching implementation was not effective yet. The English lecturers faced several significant challenges during online teaching implementation during the Covid-19 plague.

NARRATIVE INQUIRY; PERSPECTIVE OF LECTURERS AND STUDENTS IN IMPLEMENTING HYBRID LEARNING PROCESS IN THE NEW NORMAL ERA

This research aims to investigate the implementation of hybrid learning in the perspective of lecturers and students. This research examines the experiences of English lecturers and students in implementing hybrid learning during the new normal era. To capture the teacher's story, an inquiry narrative was adopted. The research data collected based on interview guidelines and presented through narrative frames and narrative boxes. The results indicate that lecturers teach English in hybrid learning by applying different online platforms. Then the campus was focused on using virtual classrooms and WhatsApp as the main platforms in online classes because they had been linked to the campus. In addition, the learning process, internet connectivity, awareness of students' self-study, and learning scheduling are obstacles in applying hybrid learning in the new normal.

Orchestral Characteristic of The English Lecturer Based on The Students’ Perception at English Education Study Program of Cokroaminoto Palopo

The main objective of this study was to describe the Orchestral Characteristic of English lecturer based on the students’ perception at English Education Study Program of Cokroaminoto Palopo University: (1) to describe the orchestral characteristic of English lecturer based on the students’ perception at English Education Study Program of Cokroaminoto Palopo University, (2) to describe the way to own the orchestral characteristic of English lecturer based on the students’ perception at English Education Study Program of Cokroaminoto Palopo University. This research employed Descriptive Qualitative Method. The research participants involved in this research is 7 students. The data were collected through interview, video and tape recording, and note. All the data are analyzed qualitatively. The result showed that: first, the description of Orchestral Characteristics of English lecturer based on the students’ perception at English Education Study Program of Cokroaminoto Palopo University. Secondly, there are five factors which determine the existence of this characteristic namely Assignment, Knowledge, Assessment, Learning and Teaching Strategy and Material Approach Factor. The study presents a theoretical implication towards orchestral characteristics which has close relation to the teaching process in language learning.

DIGITALIZASION OF ENGLISH LEARNING MEDIA AT UNIVERSITY OF MAHKOTA TRICOM UNGGUL (CASE STUDY)

Various changes in English curriculum starting from the audio-lingual method to the communicative competence used today have not been able to improve students' English skills. The teacher-centered pattern that has changed to student-centered has also not been able to provide significant changes to student learning outcomes at the university level. This study was conducted to investigate the digitalizaton of English Learning at University of Mahkota Tricom Unggul which was troubled in shiffting the learning landscape from offline to online or digital based. It would be done by applying qualitative research. The data was taken from interview of English lecturers and EFL students majoring from D-3 Akuntansi and S-1 Managemen. The interview questions were settled as well based on the digitalization in English Learning and the Problem they met. After analysing the data, it was found that the students commonly used e-learning, Zoom and Whatsapp. E-learning was used by them for creating and sharing the material of the study, Zoom was used for undergoing a class meeting and whatsapp was used to accomodate interaction behind the teaching learning time. The most common problem that they faced in running this digitalization was that the limitation of the digital media device, less internet connection up to less learning system management.

An Analysis Of Speech Act And Politeness Strategy Used By English Lecturer of Dwijendra University in Online Classroom Interaction

Speech act and politeness strategy are widely known as a part of pragmatics in which certain aims are conveyed beyond the words or phrases when a speaker says something. Both apply as acts that refer to the action performed by the utterances produced during an intercourse. The aims of this study was finding out what types of politeness strategy and speech acts used by English lecturer during online class’s instruction. The subject of this research is an English lecturer at Dwijendra University. The data were collected through two steps; an observation on politeness strategy and speech act used during the online learning and then an interview to verify the observed data. It is a qualitative descriptive study which was conducted in two steps; first step is to observe how English lecturer apply politeness strategies and speech act in online learning. Second, interview is conducted with research subjects to verify the observed data. In addition, there are two theories applied in this research namely Brown & Levinson's theory of politeness strategies and Searle's theory of speech act. The result of the study found out that English Lecturer use four types of politeness strategies during an online learning; bald-on record, positive politeness, negative politeness, and off-record. Besides, five types of speech acts were found to be used by the English lecturer during his online learning; representative, directive, commissive, expressive, and directive. This study also discovered that an English lecturer used more directive speech acts during online learning.
 
 Keyword: Online Learning, Politeness Strategy, Speech Act

EFL TEACHER EDUCATOR’S STRATEGIES IN DEVELOPING TEACHING MATERIALS FOR ONLINE SPEAKING CLASSES USING GOOGLE CLASSROOM

The objective of this study was aimed 1) to figure out how EFL teacher educator develops teaching materials for speaking lessons in online classes using Google Classroom; 2) to find out the obstacles EFL teacher educator in developing teaching materials for speaking lessons in online classes using Google Classroom; 3) and to find out student perceptions of EFL teacher educator in developing teaching materials for the online speaking class using Google Classroom. The present study used a qualitative Case study design. Seven students from the 1D English education program and an English lecturer took part in this research. The data were gained through interview and questionnaire. To analyse the interview, the researcher first transcribed and then made interpretation from it. The questionnaire data were analysed using Likert Scale measurement. The findings revealed that the lecturer has considerations and steps to developing teaching materials. In addition, based on the findings, the researcher analysed that the teaching materials made by lecturers can be understood well by students and online speaking learning using Google Classroom can be done well. The researcher suggests for lecturers to make more variations in developing teaching materials so that class learning can be more fun and easy to understand, and help students to keep their interest and motivation in the learning activity.Keywords: EFL Teacher educator; Google classroom; teaching materials; Speaking

THE URGENCY OF GO VIRTUAL AS DIGITAL LITERACY IN LEARNING ENGLISH DURING THE COVID-19 PANDEMIC: THE IMPACT OF THE CONSUMER MEGA SHIFTING

Digital literacy is increasingly being encouraged to support education, especially during the Covid 19 pandemic due to Consumer Mega Shifting, especially Go Virtual. This study aims to analyze and evaluate the implementation of Go Virtual as Digital Literacy for English Learning during the Covid-19 Pandemic at two vocational institutes in Bali, namely the Bali Tourism Polytechnic and the International Business and Tourism Institute. The method used was descriptive qualitative where data collection techniques were in the form of questionnaires (76 students) and interviews (4 English lecturers from both universities). Digital literacy creativity in learning English aims to reduce student boredom in receiving online learning and make English learning more interesting and easy to understand, as well as improve thinking skills andgenerate interest, creativity, and independence of students. English Lecturers from these two vocational institutes can also implement digital literacy competencies in seven digital literacy competency areas proposed by UNESCO. However, there are indicators of digital literacy competence that cannot be applied optimally, namely in the area of security competence, programming indicators and copyrights and licenses caused of the limited knowledge and expertise of English lecturers in the field of digital devices.

HOW LECTURERS CONSTRUCT INTERACTIVE AND COMMUNICATIVE ACTIVITIES IN "ENGLISH FOR SPECIFIC PURPOSES" CLASSROOMS

English Lecturers are responsible for designing various teaching approaches, instruction, and efficient classroom management procedures to promote a productive atmosphere and interactive classroom experience for all, especially in English for Specific Purpose (ESP) classes. Therefore, this study aimed to explore by what methods lecturers construct interactive speaking activities in English for Specific Purpose (ESP) classes. This study used qualitative design through a case study approach. It was conducted in Politeknik Negeri Media Kreatif, Makassar Indonesia. Ten students of the Publishing study program participated in this study. First, the researcher collected the data from observations, focused group discussions, document analysis, and photographs or videos. The data were then analyzed in six stages: preparing raw data, organizing and preparing data for analysis, reading and coding data (themes or descriptions) by hand or a computer, and connecting the theme/description. The last was interpreting the meaning of the theme/description. The finding shows lecturers constructed interactive speaking activities by starting with asking the students challenging in learning English and what the students hoped in ESP for publishing course. Then the lecturer covered the ESP materials by designing various communicative and interactive activities that were categorized into three primary activities: individual presentation, paired oral performances, and group speaking practice. These activities developed the students' motivation, self-confidence, and English communicative competence.