Instruction For English Learners Research Articles

Motivation Reasons and Suggestions for Junior High school Students in English Teaching

As a compulsory subject for the college entrance examination in China, English learning has always been highly valued. With the development of educational concepts and technologies, there is an increasing amount of research on English education. However, most studies are conducted from the perspectives of teachers and parents. There is relatively little direct investigation into students' learning motivation and interests. Through a questionnaire survey, this paper mainly studies the motivation of junior high school students to learn English. The questionnaire was directly distributed to middle school students for filling out. Also, students have different motivations for learning English. Most students (60%) enjoy English, but a considerable portion (around 30%) learn English just because it is a compulsory course. At the same time, many students listen to English songs and watch English TV dramas/movies. In addition, about 58% students hope that the teacher can teach more extracurricular English knowledge. Therefore, more emphasis could be placed on enhancing students' interest in learning in English teaching. Moreover, teachers can make appropriate use of extracurricular English materials, such as English pop songs or film and television works, as teaching tools to enhance students’ interest in learning and teaching outcomes.

The Application of Big Data Technology in University English Teaching Mode Innovation and Effect Analysis

Abstract In the dynamic planning of reinforcement learning algorithms based on inverse recursion, this research shows how well Q-learning performs in finding the optimal decision function for accurate English teaching intervention in colleges and universities using data simulation. This simultaneously contrasts the two scenarios of calculating the best decision function independently and in a single stage using the Q-learning method. The correlation analysis between the innovative English teaching model and learners’ learning effectiveness was carried out by demonstrating the great clusters of the subset of English teaching data in colleges and universities. The results show that the correlation coefficients of English innovative teaching mode and learning outcomes are 0.385 and 0.276, respectively, in which H2-P1 and H2-P2 involve the structure of students’ personalized learning of English, whether it is an edge or a node, and the learning behaviors are not completely autonomous processes. This study proposes innovative strategies for improving the quality of university English teaching and laying a good educational foundation for students’ English learning.

Turning English Language Teaching into Service Learning: Transformative Education for Fourth Industrial Revolution

This research article means to academically elaborate the imperativeness of establishing a pragmatic convergence between English Language Teaching (ELT) and Service Learning (SL) as a worthwhile way of ensuring Transformative Education (TE) which, eventually, has a rewarding prospect of buttressing the ensuing as well as the currently-functioning Fourth Industrial Revolution (4IR). The researchers delineate some feasible models for incorporating service-learning into ELT arrangements at the program offering entity, and thereby, illustrate how these SL and ELT combinations might result in TE, and, somehow or other, instigate FIR.

Exploring the Impact of Age and Proficiency: English Word Stress Placement in Indonesian EFL Learners

The use of stress is perceived as the most influence factor in communication. The reason is not merely aware on the stress rule in a language but more on how to avoid the conflict of misunderstanding among the speakers. When every language has different rule on stress placement such as Indonesian language and English, this researh is inspired to conduct the investigation on the awareness and the use of English stress on Indonesian students in Cirebon, Indonesia. There are 14 selected English words which is loan in Indonesian vocabularies. It will help to know whether the participants can differentiate both tones and stress in the test. The result of this study shows the age and English competence of Indonesian students influences the accuracy of English word stress placement. The implication of this research is to build an awareness on English teaching learning on young learners.

Analyzing Language Attitude of Javanese and Sundanese Urban Community on English Language Pedagogy, In Indonesia

Language attitude in foreign language pedagogy becomes an interesting discussion, especially in English language teaching learning process. Teachers and learners are the importance of teaching learning process, including the language attitude in the pedagogical process. Due to the importance of the language attitude, this paper sheds to describe the language attitude of English learners from Javanese and Sundanese urban community. Respondents in this research involved were 214 respondents living in Surakarta city, 85 respondents living in Tasikmalaya city. This study seeks to discover how Javanese and Sundanese people use their language in learning English. This research employed a mixed method research design to collect, analyze, and to mix both quantitative and qualitative data in a single study. Researcher used theory in a quantitative study to provide an explanation about the relationship among variables in the study. Thus, it is essential to have grounding in the qualitative study. The results of the study are as follows. There is a different attitude showed by Javanese and Sundanese people, in terms of cognitive, behavioral, and affective aspects of language attitudes towards English. The attitudes of male Javanese people towards English were higher than that of female ones indicating more positive attitudes towards English. On the other hand, the attitudes of male and female Sundanese people towards English were equally low. Notwithstanding, the attitudes of female Sundanese people towards English are slightly higher than male ones.

Pengembangan Bahan Ajar Keterampilan Menulis Bahasa Inggris Berbasis Creative, Active, Systematic, dan Effective (CASE) Bagi Siswa Sekolah Dasar di Kota Tangerang

The research aim is to develop teaching materials for English writing skills based on Creative, Active, Systematic, and Effective (CASE) for Elementary School Students in Tangerang City. Creative, Active, Systematic, and Effective (CASE) based teaching materials are learning resources that can direct students to learn creatively, actively, systematically, and effectively so they can gain maximum knowledge and understanding of the material. The research method used in this study uses Research and Development (R&D) using the Dick & Carey approach. The subjects of this study were fourth grade students from SDN Cikokol 4 Tangerang. The instrument in this study was a product assessment questionnaire given to students, teachers, and media expert, material expert as well as English language experts. The result indicated that the product of material development gained average of 82,4% or in category of very sufficient, and the pretest posttest result was t-count 2,319 > t-table 2,048. In other words, it can be concluded that there was a significant different score between pretest and posttest in terms of writing skills. Thus, it can be stated that the product of materials development can be used in the teaching learning English and can develop students writing skills effectively.

The Language Assessment In Teaching-Learning English

Languages assesment is the process of determining an individual's degree of language ability by use of standardized tests and observations. It is a crucial component of English teaching and learning since it enables teachers and students to receive insightful feedback while also tracking the student's development over time. There are various kinds of language assessment which can be assist educators in adapting their instructional approaches to meet the needs of learners effectively. The objective of this research is to an overview language assessment and to find kinds of assessment. The method of this research used library research. Object of this research are books, journal and article. Based on the research data, language assessment is an essential component of both teaching and learning English, and kinds of language assessment consist of (1)informal and formal assessment, (2)formative and summative assessment, (3)perfomanace-based assessment, (4)achievement assessment, (5)diagnostic assessment, (6)placement assessment, (7)profiency assessment, and (8)aptitude assessment.

Variation Language Content Analysis Book (A Need Analysis Study)

<div class="WordSection1"><p>This research aims to analyse whether the “Contrastive Linguistic and Error Analysis Book” is considered relevant to the SDGs criteria. The success of the English teaching learning process will also be encouraged by the application of instructional material. Most language programs rely heavily on teaching materials. Created material is one of the materials in a university. In this research, the writers used qualitative descriptive method. Then, the students who learned Contrastive Linguistics and Error Analysis (CLEA) and the lecturers who have taught CLEA were chosen to be the participants. The instruments used in this research were questionnaires both from student’s perspective and lecturer’s perspective. Student’s questionnaire consisted of 20 questions, and lecturer’s questionnaire consisted of 12 questions. The data collection was taken from 55 students and 8 lecturers who were given the questionnaire. Based on the results and discussion, it shows that dimension of “suit environment” from the lecturer’s perception, that the text in CLEA book is no longer suitable for this global era. Considering with Sustainable Development Goals, the CLEA textbook syllabus needs a revisiting to insert the SDGs theme in its reading text that is related with the 17 goals, such as: quality education, no poverty, zero hunger, gender equality, climate action, and many more. Since syllabus is guidance in achieving the learning objectives, it needs revisiting gradually to pursue the developing situation. The revisiting syllabus should consider both student and teacher as the practitioners of teaching and learning process. Hopefully by inserting the SDGs theme in the CLEA syllabus, student and teacher can be engaged together in creating a better life in the community.</p></div>

Exploring Teachers’ Perceptions of English Teaching Method Preferences and Learning Styles in Selected Secondary Schools of Morogoro Municipality

This study explored teachers’ perceptions of English teaching method preferences and learning styles in selected secondary schools of Morogoro Municipality by finding their impacts on teaching and learning styles and the challenges of matching English teaching method preferences and learning styles in secondary schools. The study used an exploratory case study design under a qualitative approach where five teachers from five selected schools consisting of four males and one female were selected purposely and voluntarily to be interviewed using semi-structured questions. The results indicate that three teaching methods are mostly preferred by teachers: learner-centred, engagement style, and multiple styles methods. These methods assist learners to achieve good performance in their studies. Moreover, the aforementioned approaches affect the teaching process as they are more effective in facilitating teachers’ tasks. However, shortage of teaching materials, English language communication barriers, shortage of classroom facilities, and students’ readiness are the challenges in implementing teaching preferences and learning styles in English classes. It is therefore recommended that English teachers should work out to improve their utilization of teaching methods and learning styles to reduce the setbacks found in this study. Additionally, curriculum developers, the Ministry of Education, and other education stakeholders may consider the findings of this study for tackling the challenges faced by English teachers in secondary schools

Descriptive Analysis of Students’ Response in English Teaching Learning in Asking and Giving Opinion at Eighth Grade of UPTD SMP Negeri 1 Gunungsitoli in 2022/2023

Bentuk interaksi antara guru dan siswa tergolong interaksi kelompok dengan individu, interaksi ini digambarkan oleh siswa sebagai kelompok dengan individu, artinya seorang guru melakukan kegiatan meminta dan memberi pendapat sehingga memungkinkan interaksi berjalan dengan baik di lingkungan sekolah dan proses kegiatan belajar, yang akan menimbulkan respon dari siswa. Respon adalah umpan balik yang diterima siswa atas pembelajaran yang telah mereka pelajari. Masalah dalam penelitian ini yaitu sulitnya respon siswa dalam pembelajaran bahasa Inggris. Metode yang digunakan dalam penelitian ini adalah analisis deskriptif kualitatif, teknik yang digunakan dalam pengumpulan data adalah observasi dan wawancara dan dari hasil wawancara tersebut peneliti menganalisis data dengan cara reduksi data, penyajian data, dan penarikan kesimpulan. Penelitian ini bertujuan untuk mengetahui respon siswa dan untuk menjelaskan faktor penyebab kesulitan respon siswa dalam pembelajaran bahasa Inggris dalam meminta dan memberikan pendapat di kelas delapan UPTD SMP Negeri 1 Gunungsitoli. Jumlah subjek dalam penelitian ini adalah 32 siswa dari kelas VIII-D. Berdasarkan hasil, dimana beberapa siswa mengalami kesulitan dalam memahami, menerjemahkan, mengemukakan pendapat atau ide dalam bahasa Inggris. Faktor penyebab respon siswa sulit adalah penggunaan metode yang monoton atau ceramah yang mengakibatkan siswa kurang aktif, kurangnya kosa kata sehingga siswa kesulitan menyusun kalimat dan mengungkapkannya dalam bahasa Inggris, kurang percaya diri. Akhirnya berdasarkan hasil tersebut, peneliti menyimpulkan bahwa respon siswa terhadap pembelajaran bahasa Inggris di UPTD SMP Negeri 1 Gunungsitoli rendah sehingga harus ditingkatkan lagi terutama dalam menanggapi pertanyaan atau memberikan pendapat dari guru dimana siswa harus menjawab dengan menggunakan Bahasa Inggris.

SENTENCE STRUCTURES IN LEARNING ENGLISH

Learning sentence structure is an important element in mastering English, as it allows learners to convey thoughts and ideas in a meaningful way. However, mastering sentence structure in English can be difficult for English learners, as English has a unique sentence structure system that is different from other languages. This research aims to explore the role of sentence structure in learning English, the challenges that English learners face when mastering sentence structure and strategies to help English learners overcome these challenges. The research will focus on the challenges that English learners face when mastering sentence structure, such as the influence of native language, the complexity of English sentence structure and the impact of English proficiency. The results of this research will contribute to a deeper understanding of the role of sentence structure in English language learning and provide information for the development of more effective language teaching methods and strategies. The results of this research may be useful to English language lecturers and curriculum developers interested in improving the quality of English language education for English learners. The findings of this study will contribute to a deeper understanding of the role of sentence structures in learning English and inform the development of more effective language teaching methods and strategies. The results of this research can be useful for English language instructors and curriculum developers who are interested in improving the quality of English language education for ELLs. The study highlights the importance of sentence structures in learning English and offers insights into how ELLs can be supported in acquiring this crucial aspect of the English language.

TEACHERS’ STRATEGY TO OVERCOMING STUDENTS’ DIFFICULTIES IN LEARNING ENGLISH AT SMA ISLAM SULTAN AGUNG 1 SEMARANG

There are four abilities that are crucial to master when studying English. As English teacher, you have to master affective strategies if you hope to succeed in the learning process. This researcher is aimed to describe the teachers strategies in teaching learning English for senior high school students. This study used descriptive qualitative method. English teachers at SMA Islam Sultan Agung 1 Semarang were used as the sample in interviews, which served as the data source. The result, the two teachers used almost the same strategy given to the students. The first teacher used brainstorming, game, movie, song, and translation strategies. The other teacher used brainstorming, game, realia, motivation, activities (see, hear, and analyze), short movie, and song strategies. Those strategies was applied by teachers to solve problems faced by students in learning English at SMA Islam Sultan Agung 1 Semarang. The use of all of the above strategies provides positive changes indicated by the students when the English learning process takes place.

Investigating the Use of E-Dictionaries as Strategy to Improve Speaking Skill through Practical Activities of Precise Phonemes Realization: Case Study of EFL Undergraduate Students of Haripur University, Abatabad University, & Hazara University Mansehra, Pakistan

Reassessing the operationalization of e-dictionaries, the last epoch of English teaching-learning has revolutionized direct motivational currents and precise phoneme realization in undergraduates. Instructors have experienced incredible progress in improving speaking accuracy. E-dictionaries predispose undergraduates to imitate and emulate the accurate enunciation of mispronounced lexicons. Reconsidering the rapid evolution and practicing correct patterns of stereotypically distorted pronunciation have been reformed through operating E-dictionaries to rectify poor articulation. Instructors have reflected their insights regarding their prospective objectives of enhancing undergraduates’ accurate pronunciation, inflicting prompt spoken consciousness by integrating E-dictionaries into EFL classrooms for practical activities. The tenacity of the contemporary study was to determine the impact, influence, and efficacy of e-dictionary integration as an instructional strategy to measure altercations and accuracies during speech sound production. A randomization strategy and Praat quantitative data analysis were applied to determine the variation in the preference poll percentage of precision during the phonetic analysis of phoneme vocalization. The study has been categorically designed to monitor changes in English learners’ speaking, refining inaccurate pronunciation from 3.5% to 6.8% out of 10% through an Integration Model Application. The findings revealed substantial disparities during articulations. The results revealed significant differences in undergraduates’ precise realization of phonemes that improve excellence in enunciation, which leads to improvement in speaking faculty. After the integration of e-dictionaries, undergraduates recognized the distinction and amelioration of their conversations. To Investigate the use of e-dictionaries as strategy to improve speaking skill has helped to realize precise phonemes during practical activities.

The Effect of Applying English Authentic Reading Materials on The Eleventh Grade Students’ Reading Comprehension Achievement at SMAN 1 Tanjungbalai


 
 
 
 Reading is one of many ways to get some informations. We can find it in many things, such as books, internet, etc As reading dominates all activities in the English subject, the language components,namely pronunciation, grammar and vocabulary should also be learnt to support the language skills. Based on the English teacher interview result that authentic reading materials have never been used by the teachers, reading comprehension on the eleventh grade students of senior high school of SMAN 1 Tanjungbalai. So it was necessary to conduct a research in this school. The research design was quasi experimental. It began from conducting homogeneity test, deciding the experimental class and the control class, giving activities to the control class using the common technique and material usually applied by the English teacher and treatments to the experimental class that was using authentic materials in teaching reading, then giving the same post-test to both classes, and the last analyzing the results of the post test by using t-test. The result of this research The analysis of the post test results showed that there was a significant effect of using English authentic that of reading materials the experimental class got higher mean score than the control class (65, 1>57, 5) of the students’ reading achievement. Then, the result of data analysis using SPSS showed that the t-test value (2-tailed) 0.000, was less than 0.05.is expected to provide useful information for the English teacher to use interesting materials, that is, authentic materials in the English teaching learning process, especially in teaching reading comprehension, since the authentic materials have never been used at SMAN 1 Tanjungbalai.
 
 
 

Empowering Student-Centered Learning in English Education (A Closer Look at Kurikulum Merdeka)

This study aims to Empowering Student-Centered Learning in English Education (A Closer Look at Kurikulum Merdeka). This research is a literature review. Data collection techniques are documentation from journal sources and relevant literature such as Google Scholar. Data analysis with critical literature. research results Empowering student-centered learning in English education, especially in the context of the Independent Curriculum, is an approach that focuses on developing students' abilities holistically. This approach prioritizes students' active role in the learning process, enabling them to take a central role in exploring their English knowledge and skills. In the context of the Independent Curriculum, students have more freedom to determine their own learning path, while the teacher acts as a facilitator. As such, these conclusions reflect that this approach has the potential to increase student motivation and learning outcomes in English, while supporting a vision of learning that is more independent and centered on individual needs in the education system.

English language teaching and specific learning disorders: A case study

<p>The study of a foreign language for students with Specific Learning Disorders (SLDs) can often be a tremendous challenge, making this process extremely complex (most of the difficulties arise from spelling and lexis with major consequences for reading, writing and pronunciation). This also entails a challenge for educators and educational institutions having the task of responding to students’ needs by becoming more flexible and equipped to understand, value and adapt to the differences of their students in order to provide them with quality and inclusive education and equal learning opportunities. The purpose of this paper is to present a study conducted among university students with SLDs with the aim to identify approaches and teaching strategies to foster effective and meaningful English language learning. The underlying intention is to provide useful insight into future trends and definitions of guidelines and viable strategies in the field of education and SLDs. Therefore, 82 university students with SLDs were randomly assigned either to an experimental group (EG, <em>n</em> = 41) who received English lessons designed according to their individual needs and based on compensatory measures, or to a control group (CG, <em>n</em> = 41) who participated in conventional English lessons. Results suggest that the students who benefited from a variety of individualised supports were able to improve their foreign language skills.</p>

Analysis of multimedia technology and mobile learning in English teaching in colleges and universities

Abstract Multimedia and mobile learning are effective teaching tools because of their many useful characteristics. Transmission of educational material to students is facilitated by technology in both multimedia and mobile learning environments. A more interesting and engaging learning experience may be achieved by combining text, graphics, music, video, and animation. Media-rich classrooms are often referred to as “multimedia learning.” In contrast, students who use mobile learning may access their courses from any place with an internet connection and a mobile device such as a smartphone or a tablet. Whenever this involves commonplace technological needs, its cellular gadget and notably its clever telephone take the cake. Smartphone gadgets have a very wide range of potential applications and uses. Some ethical considerations are preventing media from reinforcing stereotypes or prejudice in the communities where they are utilized. Student information are gathered and used in a way that protects their privacy, with materials required for students to engage in mobile learning, and respecting intellectual property and copyright regulations while using multimedia language-learning tools. This importance of learning cannot be overstated but when such results come, mobile devices have increasingly been used in schools. This question of whether mobile devices have an impact on education remains open. Because of such “mobile gaining knowledge,” along with an overall phrase describing researching where different devices could be utilized in combination to enhance schooling, mobile devices had become more popular. Because today’s kids utilize their mobile devices frequently, studies on their effect on word learning are immediately required. This pilot research seeks to understand why school learners think via smartphone-based L2 exercises. In particular, this study collects data about several plenty applications using cell phones in linguistic research. Two hundred and ninety-four college children from one top Turkish institution participated in this research. This project uses some hybrid reporting models and relies on description analysis over its methodology. Their results show that users place one high value on obtaining ready accessibility to materials while studying some foreign language. Respondents not only remarked about their cellphone’s portability but also proposed new applications for enhancing their learning in other countries.

Korelasi antara Tingkat Kreativitas dan Hasil Belajar Bahasa Inggris Mahasiswa Politeknik Maritim Negeri Indonesia

As an international language, English is studied at various levels of education in Indonesia. In English teaching learning process, there are many factors that influence the outcome, one of which is the learner's factor. Creativity is a learner psychological aspect that has an important role. This research sought to identify the correlation between the learners’ creativity level and their Englih learning outcome. This quantitative research involved a research population of the learners from engineering study program during the 2022/2023 academic year. There were 47 students in the study program, thus the total sampling technique was used. The instrument for assessing learners' creativity level and their English scores were used to obtain the required data. The data were then analyzed using the Pearson Product Moment formula. The results of inferential statistical analysis using SPSS version 26 software obtained a correlation coefficient of (r = 0.96, p <0.001). This indicates that between the two variables being discussed (creativity level and English learning outcome) have a positive and significant correlation. The implications of the results from this research are discussed in detail in this article.

The Application of Cambridge Curriculum in English as Second Language Teaching Learning at Secondary School

Pelita Hati Secondary School Jember implements Cambridge Curriculum as a holistic international curriculum which integrated learners from the primary until the high level. This school has been considered to be the only school that has a Cambridge curriculum’s licence in Jember. The research focus of this study are 1) Why does Pelita Hati Secondary School implement Cambridge curriculum?, 2) What is the concept of Cambridge curriculum applied at Pelita Hati?, 3) How is the implementation of Cambridge curriculum on English (as second language) teaching learning?. This study used qualitative approach with case study design. Data collecting techniques used in this study were observation, interview, and document review. To analyze the data, researcher use data condensations, data display, drawing and verifying conclusions from Miles and Huberman (2014). For data trustworthiness, researcher use source triangulation, technique triangulation. The findings showed that: 1) The Pelita Hati School implement Cambridge curriculum affected from the ANPS meeting conference in 2011. Because, in the prior time the school with a bilingual system since 2006 doesn’t has a certain curriculum to support their bilingual system. 2) The concepts of Cambridge curriculum in Pelita Hati in term of the components consist of the objective, the content, the process, and the evaluation components 3) Cambridge curriculum implementation in English subject include the planning, the content which consist of learning activity (preliminary, core activity and closing activity), global material, discussion method, projector and audio media and Evaluation include the placement test, classroom assessment, achievement test and diagnostic test.

The Impacts of Blended Learning on English Education in Higher Education

The research examines the effects of blended learning (BL) on English education in Saudi Arabian higher education and its potential future developments in the context of increasing integration of information and communication technologies (ICTs). The study emphasizes the importance of measuring students' actual outcomes, access to learning opportunities, and views of those outcomes when evaluating the effectiveness of English education. The authors compare minority retention and graduation statistics in traditional English classes and BL English courses and present a set of consistent principles for measuring progress in English language acquisition and development, regardless of course format or final grade. The study suggests that BL has the potential to enhance accessibility, personalization, and active learning in English education, especially in a post-pandemic "new normal" where technology is increasingly used and diverse language learners need to be accommodated. The authors argue that BL's development will be closely tied to advances in ICTs that model language learning and cognition aspects. The research provides valuable insights into BL's impact on English learning, teaching, and development in higher education, useful for educators, researchers, language experts, and policymakers shaping the future of English education in Saudi Arabia.