English Lecturers Research Articles

성인 이러닝 영어 학습자의 개인 특성 및 과목 성취도와 강의 콘텐츠 학습전략의 관계

성인 이러닝 영어 학습자의 개인 특성 및 과목 성취도와 강의 콘텐츠 학습전략의 관계

Code Mixing Used by English Lecturers in English Language Teaching (ELT) for Non-EFL Students

This research is to know the type and reasons for code-mixing used by English lecturers in teaching non-EFL students at ITB AAS Indonesia. This research uses descriptive qualitative. The analysis shows that English lecturers use code-mixing during the English teaching and learning process by inserting Indonesian words, phrases, and clauses. In their utterances, they insert words consisting of parts of speech including pronouns, verbs, adjectives, adverbs, prepositions, and conjunction. They insert phrases including noun phrases, verb phrases, adjective phrases, and adverbial phrases. They also insert clauses including an independent clause. The lecturers use bilingualism such as code-mixing by using two languages both English and Indonesian in the delivery of learning materials and instructional instructions to avoid miscommunication. Therefore, code-mixing is felt to be very necessary to bridge communication in learning between lecturers and students. Practically, the use of code-mixing serves as a way to teach English more easily. Besides, other several reasons for using code-mixing in English language teaching are clarification of ideas and opinions, giving instructions effectively, translation points and notes, socialization and communication, showing linguistics competence, changing/shifting topics, ease of expression, emphasis, and highlighting points, checking understanding, repetitive functions, and create a sense of belonging.

Challenges of Plateau State Polytechnic English Lecturers in Utilizing ICT for Manpower Development

Information Communication Technology (ICT) facilitates teaching and learning especially in the 21st century where online/digital resources have taken over the globe. The polytechnic is designed to train students who form the nation’s manpower. This paper examined the challenges faced by Plateau State Polytechnic English lecturers in utilizing ICT for manpower development. The study was necessitated by the call from educators around the world for the incorporation and effective utilization of online resources in teaching and learning. In order to investigate the challenges experienced by lecturers in the polytechnic over the utilization of ICT in manpower development through the teaching of English, a Focus Group Discussion (FGD) was conducted on the departmental WhatsApp platform of the Department of General Studies of the polytechnic consisting of eighteen English lecturers. The study adopted Computer-Aided Language Learning (CALL) as its framework. The result of the FCD revealed among others that there were so many problems hampering the utilization of ICT in the teaching and learning in the institution. These challenges principally are related to data infrastructure, knowledge infrastructure and management infrastructure. The study concluded that there was need to put in place ICT facilities in the polytechnic for the lecturers to utilize in the teaching of English being the central language of communication in the development of the nation’s manpower. Key words: Challenges, ICT, Manpower, Polytechnic, Utilization.

AN EVALUATIVE STUDY ON ABILITY GROUPING-BASED ENGLISH LANGUAGE TEACHING AT POLITEKNIK LP3I JAKARTA USING CIPP MODEL

The objectives of the study were to investigate evaluatively the implementation of grouping-based English Language Teaching by Politeknik LP3I Jakarta, Pasar Minggu Campus. The study was held qualitatively with the participants of students and English lecturers at the Campus. The data were gained by observations, focus group discussion, and document analysis on the framework of CIPP (Context, Input, Process, Product). The data were analyzed through data collection, data display, data reduction, and the conclusion. The results reveal that the grouping is applicable although some challenges arise, particularly in teaching lower-level groups. The lower the level the more the efforts the lecturers need to adjust. This direct to conclude that the roles of lecturers in this grouping-based English language teaching are profound.

ANALYSIS OF THE NEEDS FOR ENGLISH MATHEMATICS SUBJECTS USES ANDROID-BASED LEARNING MEDIA

The purpose of this research is to determine students' needs in learning media based on Android in Mathematics English lectures. The research method is quantitative with second-semester student research subjects. The instrument used in this study was a questionnaire or questionnaire, involving two indicators. The indicators for the need for facilities and learning style tendencies show that 100% of students have Android-based smartphones, and student interaction with smartphones leads to a presentation of 94.1%. It indicates that smartphone facilities are very much needed, mainly since only 29.4% of students use Android-based learning media. The questionnaire results from indicators of the tendency for student learning styles to prefer, with a percentage of 41.2% using words such as feel, touch, and hold, and 47.1% of students more easily remember things seen or read. What is done, 58% of students prefer to read than read, then 52.5% of students strongly agree, and 47.1% agree if Android-based learning media is developed. Based on the results of this study, it is necessary to establish Android-based learning media in the learning process. Results of Indicators of Facilities Needs for Android-Based Learning Media

General English Lecturer Professionalism (A Case Study at USN Kolaka)

This study aimed to describe the reflection of the professionalism of general English lecturers at USN Kolaka. This reflection was very important as the first gateway for evaluating the quality of general English learning at USN Kolaka. The study was motivated by the university’s low state of general English learning. For this purpose, this study used a qualitative descriptive method. Data were collected through questionnaires and in-depth interviews with 8 (eight) general English lecturers at USN Kolaka. The results of the questionnaire showed that the 8 (eight) lecturers reflected on their professionalism at a high level, In contrast, the results of the interview confirmation showed that every professional indicator has been carried out but not optimally. Thus, it was concluded that there was an effort by the general English lecturer at USN Kolaka to improve their professionalism. This study recommends follow-up support from the university to increase the number of lecturers in terms of good governance management process for lectures welfare.

Teaching ESP: The English Lecturers’ Communicative Activities in Business English Instructions

This corrigendum article focuses on enhancing the communicative competence of ESP learners using a wide range of tasks or activities. The target audience for this article is students enrolled in the Business Administration program at the State Polytechnic of Ujung Pandang. By carefully designing activities based on each student’s level and the standards they must meet, we facilitated them to connect with their classmates in the classroom and improve their speaking ability. The purpose of this study was to demonstrate that students can improve their speaking skills by actively participating in the communicative activities that take place in the classroom. It was found that students were engaged in the activities and using the language when interacting with others in discussion sessions, group projects, and role-playing activities.

21st Century Skills/4C Skills’ Integration in English Teaching Documents Used in EFL Classroom

This content analysis research highlights 21st-Century/4Cs skills that characterize the quality of teaching materials integrated to culture in higher education institutions. This research was grounded from teaching documents obtained from the English lecturers, Faculty of Education and Vocational Studies (FADIKSI), Universitas Lancang Kuning, Indonesia from February until July, 2022. The research context was based on teaching documents (teaching syllabus and semester tests) with 4C skills’ integration. There were 16 collected teaching documents consisting of 8 teaching syllabus and 8 semester tests. The checklist of 21st-Century Skills/4Cs rubric covers “Communication”, “Creativity”, “Critical Thinking”, and “Collaboration” was adapted from the CTE Career Ready Practices. This research reveals the integration of 4Cs skills analyzed from teachers’ teaching syllabus and semester tests documents reached the levels of “Meet Competency” and “Approaching competency” levels. This portrait represents teachers’ adequate understanding of 21st-Century skills/4Cs skills. The further research recommends teachers provide and develop classroom environments of 21st-Century skills integrated to culture in the area of teacher professional development.

STORYTELLING: SUPPORTING PRE-SERVICE TEACHERS’ ENGLISH LANGUAGE PROFICIENCY AT A PRIMARY TEACHER EDUCATION PROGRAM

One of the challenges identified in the performance of TEYL in Indonesia comes from the aspect of pre-service teachers of young learners who lack English proficiency. Utilizing storytelling as a teaching technique, this study explores the phenomenon of the storytelling implementation by pre-service teachers from the Primary Teacher Education Program and how it helps them develop their English language proficiency. In order to answer the research question employed in this study, two types of instruments are collected: an interview with four pre-service teachers and their English lecturer and storytelling performance videos created by four of the pre-service teachers. Believed to provide a more joyful environment in learning the language, the development was sensed in the plan step of storytelling where these four pre-service teachers prepare the story, read and listen to story references, and practice to make instruction targeted for young learners inside the class. From the videos and the interview, it was found how the activity of practice making instructions help them develop their speaking skills, indicating improvement in the use of word choice and the fluency performed once the plan step of storytelling is being experienced. Nevertheless, it was also found how the participants involved in this study experienced challenges in terms of the exploration of writing skills due to the limitation time provided in the Pembelajaran Bahasa Inggris Anak Sekolah Dasar course, resulting them to experienced less development in writing skills during the implementation of storytelling inside the class as a teaching technique.

Students’ Perception on the Online Learning through Google Meet and YouTube Channel during Pandemic Situation

This study investigated the students’ perception of their online learning during pandemic situations, especially in the Structure and Written Expression Section of TOEFL Preparation Class. The students obtained the material of the Structure and Written Expression Section of TOEFL through video-conferences by Google Meet as well as learning videos by YouTube Channel. This focused on the students’ perception between Google Meet and YouTube Channel in the online learning of TOEFL Preparation Class in the fourth Semester Students of UCIC Cirebon. This was a qualitative study that obtained the data from the questionnaire and interview. The findings showed that the students were able to comprehend, be active to ask, and to interact with the lecturer during online learning through Google Meet as a video conference learning. Moreover, online learning through YouTube Channel made it easy to comprehend replaying the videos, but there was no interaction between students and lecturer. This study suggests the English lecturers discover the best media of online learning in order to enhance the students’ competences, especially in TOEFL Preparation Class.

EFL Teacher Trainees’ Experiences of Engaging in Online Classroom Interaction During Covid-19 Pandemic

This study aims to analyze the experiences of EFL Teacher trainees’ engaging in online classroom interaction during the Covid-19 pandemic and to find out how EFL teacher trainees perceived the benefits of engaging in online classroom interaction during Covid-19 through reflecting on their experiences. This qualitative case study used the data taken from online classroom observation and semi-structured interviews administered to ten EFL teacher trainees in semester two of English education department in one private university in Ciamis. The data analysis of this study was coding and summarizing. This study produced three main points, namely: Challenges and Opportunities for EFL teacher trainees’ experience in engaging online classroom interaction during the pandemic, the most effective strategies to help EFL teacher trainees engaging online classroom interaction, and how EFL teacher trainees perceive benefits in engaging in online classroom interaction during covid-19 through reflecting on their experiences. Based on the findings, engaging in online classroom interaction in a situation like the Covid-19 pandemic where all classes shifted to online mode is crucial. Being active and initiative to interact with instructors, peers, and content helps the learners engage, enjoy, improve and master English in a fun, effective, and efficient way. This experience has reflected the learners to be more independent, disciplined, and aware of how impactful encouragement, feedback, care, and respect are. Thus, it is recommended for English lecturers to create a classroom situation that makes the learners feel comfortable to initiate an interaction using English and improve the technique in teaching-learning activities.

Process Genre Based Approach (PGBA) To Academic Short Essay Writing Learning In the Context of EFL Classroom

Writing English academic writing is still the most specter constraint for all over Indonesian EFL college students. These is caused by the complexities of academic writing containing mechanics, vocabulary, content, organization, grammar and sentence structure, as well as writing steps; planing, drafting, editing, and revising which makes it challenges. Another reason why writing academic essay is challanges for students is that the characteristics of academic writing are clear, concise, focussed, structured and backed up by evidence. Its purpose is to aid the reader's understanding. It has a formal tone and style. Process Genre-Based Approach (PGBA) is a problem shooter offered to overcome the students’ problem. The purpose of the study was to determine whether the ability of the fourth semester students of Class D of the English Education Study Program of the Foreign Language Academy of Indonesian Development in writing English essays through the Application of the Process Genre-Based Approach (PGBA) would increase or not. The design of this research is pre-experimental-one group pretest posttest. The population is semester IV (even) students for the academic year 2021/2022. The research sample is class students who are determined by using the total sampling technique. Data collection techniques were carried out using tests: pretest (Pretest) and final test (Posttest). The treatment was carried out 6 times. The results of the data were analyzed statistically. The results showed that the posttest average score (70.7) was greater than the pretest average (55.67). This indicates that the semester students' ability to write English essays through the Application of the Process Genre-Based Approach (PGBA) increased. The results of this study are very useful for: (1) students to improve their essay writing skills; (2) teachers (lecturers) to add an approach to learning to write essays through PGBA with (a) preparation stages; (b) modeling and reinforcing; (c) planning; (d) joint construction; (e) independent constructing; and (f) revising. (3) English lecturers and teachers can conduct classroom action research using PGBA.

Using the Kurdish language in the EFL classrooms: An investigation of teachers' and students' perceptions and attitudes between two institutes in Sulaymaniyah city

Studying and applying English as a foreign language in Kurdistan Region has been used in academic and non-academic fields. The use of the first language (L1) in Learning English in a nation where it is not the primary language is known as English as a foreign language (EFL). For instance, since English isn't the Nation's official language, students in Iraq studying it are categorized as EFL students. Sessions are a source of ongoing debate among professionals and academics throughout the globe, especially whether it helps or hinders English teaching. The researcher wants to see whether the Kurdish language helps teach English in academic places. Two institute students were selected randomly. This research focused on classroom dynamics regarding the amount of L1 usage in English lecture halls in Kurdistan. This study aimed to show instructors' and students' opinions and attitudes on using first-language and second-language classrooms. The two teachers and two high and two low-achiever students were interviewed, and the lessons were watched and videotaped for six sessions. The results revealed that using Kurdish too often can demotivate learners. Thus, the students who were questioned expressed their displeasure with the inappropriate usage and use of L1 in L2 lessons. This study examines applying the first language in EFL Iraqi Kurdistan institutes. Scholars and EFL instructors throughout the globe have discussed how utilizing L1 in EFL classrooms may be an aid or a burden, depending on how we look at it.

DESIGNING COURSEBOOK FOR UNIVERSITY STUDENTS: ENGLISH FOR COLLEGIANS

The aim of this research is to design a coursebook for teaching English as a university compulsory subject. This research employed a Research and Development study that involves four English lecturers and eighty freshmen as the participants. Interviews and questionnaires were used as instruments to collect the data. The qualitative data were analyzed by using the adapted Miles and Huberman Model. Meanwhile, the quantitative data were analyzed by using a simple percentage analysis. At the end of this research, an English Coursebook, English for Collegian, has been finally completed. This book covers 14 units and each unit consists of seven main parts that accommodate comprehensive learning activities for each meeting. It is expected that this research brings fruitful impacts, especially in accommodating lecturers and students’ needs, improving students’ learning achievement, and boosting lecturers’ motivation to create teaching material.

Teaching Basic English in Higher Education: Effective EFL teaching through students’ lens.

This study is quantitative-descriptive that applying a questionnaire to explore undergraduate students’ expectations and preferences in EFL teaching-learning activities. A convenience sample of 120 first-year university undergraduates at the start of their university life was used. They were enrolled in an Economic students degree course at an Indonesian university. The questionnaire focused on students' experiences and perceptions concerning teaching and learning strategies, students’ growth skills, the quality of English lecturers, and the students’ suggestions toward the Teaching-Learning Process. The data collected were calculated as percentages and discussed. The majority of the students preferred projects as effective teaching-learning strategies. Grammar was considered the most growth skill. Furthermore, good teaching skills and knowledgeable were reckoned as the most favorable qualities of an English teacher. They recommended more fun activities, fewer assignments, seek for other fun activities, and using online applications.

Chatbot’s Complementary Motivation Support in Developing Study Plan of E-Learning English Lecture

The present study investigates the effects of a chatbot’s motivation support style on the learner’s experience and intention to continue the study in the context of online English lectures. Seventy-nine undergraduate students were recruited from a large private university in Seoul, South Korea, and assigned to one of three learning plan development groups: develop a plan alone, autonomy support (i.e., a chatbot stimulating intrinsic motivation), or control support (i.e., a chatbot promoting extrinsic motivation) groups. The learners were classified into two groups based on their learning motivation types (i.e., intrinsic and extrinsic), and by doing so, the present study created a chatbot’s matched and non-matched motivation support conditions in learning plan development. The two support strategies were compared with a control condition (i.e., learners’ own plan making), and the results suggest that a chatbot with a non-matched motivation strategy increases learner self-efficacy, enjoyment, and intention to continue using the lecture. Furthermore, the study also explores the moderation effect of learning motivation types, and reveals that a chatbot’s control support significantly improves the learning experience. The present study provides new insight into improving user evaluation by strategically differentiating a chatbot’s conversational style and a user’s characteristics.

PENINGKATAN KOMPETENSI BAHASA INGGRIS MAHASISWA APOTEKER PROGRAM STUDI APOTEKER FAKULTAS FARMASI INSTITUT KESEHATAN DELI HUSADA DELI TUA

This community Counseling activity aims to instill enthusiasm and willingness in students to get used to practicing English for Pharmacist Students (Apt) Pharmacist Study Program Faculty of Pharmacy INSTITUTE OF HEALTH DELI HUSADA (IKDH) DELI TUA are less proficient in English, especially students at the final semester and graduates Pharmacists who will to continue their education to have Mastering degree or Doctoral degree. This counseling intended to Pharmacist Students of Pharmacy Faculty of Pharmacy Study Program in IKDH environment as many as 40 Pharmacist Students class of 2022/2023, who are currently pursuing further studies. This counseling involved English lecturers and Pharmacist Lecturers participating of IKDH. The counseling material of this activity is Speaking by Using Vocabulary in Pharmatical Term and Health Problems. Students are also directed with an approach to use correct grammar in speaking and reading How to Say. These three things ways are the basis for practicing these activities. Apart from inviting them to get used to speaking English, the students also received a question and answer response from the facilitators of this activity and to know what is the difficulties ways students were facing while practicing. The Pharmacist Students feel happy and are more confident to advance speaking practice. Pharmacist students join a special ENGLISH CLUB class at IKDH to deepen their understanding of the English language.

Critical Literacy in an EFL Setting: Lecturers’ Perception

This study intended to determine lecturers' understanding of critical literacy, how they applied it in reading class, and their reasons for continuing to teach critical literacy to students. This study involved five English lecturers as the subjects of the study. The researchers used various techniques to obtain data, namely interviews, documentation, and observation. The collected data were analyzed qualitatively using the interactive data analysis model. This study found that the lecturers' have different ways of defining critical literacy. However, their understanding of critical literacy aligns with the concept of critical literacy in general. Furthermore, lecturers' understanding influences their strategies to promote critical literacy in their English as a foreign language class. Thus, they applied various teaching strategies to ensure that the students could improve their critical literacy. In addition, they also have strong reasons for promoting critical literacy sustainably. Detailed findings are discussed in this article.

Attitudes in Teacher Talk in EFL Classroom from the Perspective of Appraisal Theory

Adopting both quantitative and qualitative research methods, based on a self-built corpus, this study analyzes the Attitude resources embodied in Teacher Talk from the perspective of Appraisal Theory. The corpus of Teacher Talk is built by transcribing ten spoken English lectures delivered by five excellent college English teachers. This study aims to find out how the Attitude resources are used in EFL classroom to bridge the gap between teachers and students, motivate students, and foster a more engaging classroom environment in order to improve teaching effectiveness. Through a relatively detailed analysis, it is found that: Attitude resources are widely distributed in Teacher Talk. As a whole, the frequency of Affect, Judgment and Appreciation resources changes systematically, with frequency of Affect the lowest, that of Judgment the second, and that of Appreciation the highest. Meanwhile, the frequency of each subcategory among Affect, Judgment and Appreciation resources is very different. Affect subcategory resources are used by the teachers to express their own feelings and opinions; Judgment resources are used to evaluate students’ abilities and personality traits; Appreciation resources are used to evaluate students’ performance and the teaching materials. Teachers use resources related to positive Attitude to explicitly commend students and resources related to negative Attitude to gently or implicitly admonish them. It is anticipated that this study will have instructional value as a reference for Teacher Talk.

IMPLEMENTATION INTERACTIVE AND COLLABORATIVE ONLINE LEARNING ENGLISH FOR FOREIGN LANGUAGE MOODLE-BASED

Moodle virtual learning transformed the implementation of online English education. This Learning Management System (LMS) was the most accepted in Higher Education in Indonesia. The qualitative study investigates and determines the integration of Moodle features on interactive and collaborative English teaching approaches. Case studies practice various qualitative research approaches for 43 language lecturers as the respondent. Illustrative case studies assisted essentially in obtaining the unknown common and providing pedagogical members with a specific language regarding the subject in the problem. The result exposed the opportunity to implement an interactive and collaborative teaching approach in the English language educational process. The availability of Moodle features is concerned with the activities and resources main feature in Moodle. The interactive Moodle feature involved assignments, lessons, quizzes, and surveys. English language learners who engage in interactive online learning experiences are compelled to participate in their education. Involving them in the English language online education process is critical to their achievement. In the meantime, Collaborative Moodle features involved chat, forum, glossary, and wiki. These fundamental features were revealed to help English lecturers establish the learner-centered English pedagogy mode as course designers. Integrating collaborative activities into online courses improves performance outcomes for English language learners. The Moodle virtual English online pedagogy would be the proper system to accommodate and facilitate education in Higher Education. English lecturers as course designers and instructors needed to be aware of the improvement of virtual media and made enhancement English language learners