English Teaching Materials Research Articles

Elementy tradicionnoj kul'tury Kitaya v soderzhanii uchebnikov anglijskogo yazyka dlya srednej shkoly

The article discusses the cultural content setting strategy of middle school English teaching materials with China traditional cultural elements. Integrating traditional culture into ELT (English Language Teaching) can not only improve students' understanding of local traditional culture, but also help students improve their English level.

Unlocking global opportunities: Exploring bilingual teaching in Spanish business law

This paper explores the complexities of bilingual teaching in Spanish business law, highlighting both opportunities and challenges. Teaching in English offers global recognition and collaboration, especially in areas like international trade. However, nuances in Spanish commercial law and subjects rooted in national legal traditions, like insolvency law, pose hurdles. Anisomorphism between legal systems complicates direct translations, emphasizing the need for a strategic approach. Despite harmonization through directives, elements shaped by national legislation persist. Scarcity of English teaching materials necessitates ad hoc preparation, impacting educators and student independence. A judicious approach to bilingual teaching is crucial, balancing global benefits with linguistic intricacies and resource challenges.

A study on needs to design English teaching materials at vocational school

English for Specific Purpose (ESP) instruction in vocational schools necessitates the use of English materials that are tailored to the students' particular requirements. However, the English materials currently available for vocational institutions lack an adequate needs analysis. In order to address this issue, the purpose of this study is to determine the requirements of students in the computer and network engineering department for procedure text teaching materials. Eleventh-grade students majoring in computer and network engineering were selected by simple random sampling and surveyed for the study. The results indicated that the primary objective of the students' explanation-based learning process was to enhance their speaking skills. In addition, instructors favoured interactive, engaging, and simple-to-understand multimedia learning to teach English. This research can be used as a guide for designing English language instructional materials that meet the requirements of vocational students, especially those majoring in computer and network engineering.

DEVELOPING YOUTUBE VIDEO-BASED LEARNING MATERIAL FOR TOURISM STUDY PROGRAM AT GUNADARMA UNIVERSITY

YouTube as one of the most popular inventions on the internet, could be used as a teaching and learning medium, such as studying English for specific purposes, in this example for the tourism study program. The study aimed to create video-based English teaching material for Gunadarma University's tourism students, as well as to collect feedbacks from students. The study employed a mixed-method approach and the R&D method developed by Borg and Gall in this study for creating a teaching and learning video. This study developed English teaching materials in video format that were uploaded on YouTube. The video learning material was reviewed by media and content experts, as well as 30 tourism students in academic year 2020/2021. The result has shown for display quality by experts was 86,00 % satisfactorily, media quality was 81,33% and for lesson quality was 85,45% respectively. Meanwhile the result from students showed for display quality was 86,25% and for material presentation was 92,88%. Among display quality and content presentation in students’ survey, the highest percentage score was content presentation which received 92,88% satisfactorily. In conclusion, the video learning material was considered interesting and helpful for learning English for tourism students.

Culture in English Language Teaching: A curricular evaluation of English textbooks for foreign language learners

A critical assessment of the current systematical planning and an in-depth review of the teaching materials efficiently improve fine educational materials to the benefit of developed learning and teaching contexts. In some countries, such as Iran, that belong to the expanding circle, local book writers provide English teaching materials that may ignore sociopragmatic language components, particularly culture. There is a blind spot and massive gap in the related literature regarding the inclusion and organization of cultural knowledge in these textbooks. This study investigated culture in Iranian schools by conducting a nationwide survey to fill the gap. The investigation was based on the components of the curriculum administered and used in Iran, namely Vision Series. The evaluation was aimed at two prospects; firstly, to interpret whether the English textbooks taught at high schools in Iran have standardized principles and elements regarding Communication and Culture. Secondly, to investigate the extent to which cultural knowledge and technology as the curricular components are implemented in the Vision Series. In this respect, the 5 Cs checklist developed by the American Council on the Teaching of Foreign Languages was employed. The evaluation done by 120 English language teachers reveals that the textbook Vision 3 is more preferable and desirable than Vision 1 and 2, yet not significantly. The evaluation based on the seven curricular components indicates that Vision textbooks have standards at a low level and are not designed and developed to enhance language learners’ cultural competence in the target language. This study highlights the role of enhancing language learners’ cultural awareness in the expanding circle of World Englishes.

Preservice Teachers’ Criticality in Analysing School English Teaching Materials: Gender Representation and Islamic Perspective

This article reports on teacher trainees’ ability in doing a critical analysis of an extract of English teaching materials from a gender perspective. The critical ability was prompted using a textbook extract that generated two gender issues, namely woman-man relationship and the position of women in occupational discourse. The participants were 38 trainees enrolled in textbook analysis subject in the English Department of a college in regional Indonesia. The research data were the trainees’ results of the mid-term test, designed with explicit instruction to ascertain the afore-mentioned critical elements, and their results of the final exam with implied instruction to discern the same critical elements. The data were analysed qualitatively by interpreting the participants’ responses based on their degree of criticality. The mid-term test results show that more than half of them were critical about woman-man relationship, while only 18% were critical about women position at work. The trainees’ results in the final test demonstrate a significant downturn of their critical thinking performances. Only 15% criticized woman-man relationship and 13% problematized women position at work. These findings raise concerns about the trainees’ level of criticality and so systematic efforts to sharpen trainees’ critical analytical ability should be further attempted.

Developing of English Teaching Materials for the Communication Study Program

The objective of this study is to construct a communicative language that may be used to preserve the existence and to measure the quality of English for communication science students. The preparation of this design is intended so that learning English in communication sciences can run according to the initial goals and objectives. Data collection was carried out in three ways, namely: observation, questionnaires and focus group discussions (FGD). From the data obtained, there is a fact that 100% have never attended English training in communication sciences, 80% have difficulty applying communicative English, and 100% very often find things difficult in finding English vocabulary in communication sciences. The design of learning English in communication science is as follows: looking at factual conditions, learning by analysis, design, development, implementation, and evaluation, or ADDIE and the output is the implementation of communicative English in communication science for students.

An Analysis Of Students’ Responses To English Teaching Material In Google Classroom And Whatsap At SMAN Muko-Muko

This research was motivated by student responses to English teaching materials in Google Classroom and Whatsapp at SMAN 07 Muko-Muko for the academic year 2021/2022. This research is a qualitative research with a descriptive method that aims to analyze and see the types of responses when given English teaching materials through the Google Classroom and Whatsapp applications. The total sample in this study was 71 students from 4 classes. Data were collected by researchers by distributing questionnaires to students directly with a total of 20 statements related to student responses to English teaching materials. There are three types of response types, namely cognitive, affective, and conative responses. The results of this study indicate that the dominant students have an Affective response to English teaching materials in Google Classroom and Whatsapp as a medium in learning. However, of all the types of responses given by students, Affective responses were the most common type found to students.Keywords: Types of Responses, Teaching Materials, Google Classroom, WhatsApp.

Designing Esp Learning Instruction In Managements Study Program: A Survey On Students' Needs

The purpose of this research is basically oriented towards the output of teaching materials based on English for Specific Purposes (ESP) in the Management Study Program, Faculty of Economics and Business, State University of Gorontalo. The research objectives are: (1) identifying the English curriculum at FEB, namely in the management study program, student character and needs, concept analysis, formulation of learning objectives, and analyzing teaching materials; (2) designing ESP-based English materials; (3) designing the format of ESP-based English teaching materials. The research was conducted at the State University of Gorontalo, Faculty of Economics and Business, especially in the Management study program. The research method uses a research and development design (Research & Development) which includes 9 (nine stages) including: 1) developing information and research, 2) planning, 3) developing an initial product form, 4) initial field testing, 5) product revision, 6) core field test, 7) operational product revision, 8) operational field test, and 9) final product revision. This form of development was modified with a constructivist approach. The result showed tat students have a lack of experience studying English. Moreover, most students say that their English proficiency level is average. Most students say they are unable to fluently speak. The last category pertains to the students' desire to use proper grammar. The last phase of the need assessment is the target needs. The five areas of learning needs include input, procedure, setting, student role, and the teacher's role. The students want to participate in group dialogue and role play as part of the curriculum, in addition to talking and role playing. The students desire to have group dialogue and role play prior to undertaking the assignment.

A project-based learning model in interpreting course

This research aims to design a project-based learning model to be utilized in interpreting courses. It employs the research and development methods with the Dick and Carey model. The stages of the research comprised instructional analysis, establishing assessment instruments, determining learning strategy, and constructing the learning materials. The research results revealed that the established project-based learning model was confirmed well-founded for teaching online interpreting courses regarding appraisals from the English language teaching assessment experts, materials experts, and future users. Accordingly, the established project-based learning model can be exploited to flourish the advancement of future lecturers to teach interpreting courses in an online environment

"METHODOLOGY OF INTERACTIVE DIDACTIC MATERIALS IN TEACHING ENGLISH DURING MEDICAL EDUCATION"

"METHODOLOGY OF INTERACTIVE DIDACTIC MATERIALS IN TEACHING ENGLISH DURING MEDICAL EDUCATION"

Classroom silence and learner‐initiated repair: Using conversation analysis–informed material design to develop interactional repertoires

AbstractThis article explores the use of conversation analysis (CA)–informed speaking task design to develop second language (L2) learners' interactional repertoires in L2 classrooms. The study draws on the voices of teachers and Japanese learners of English as a foreign language (EFL) who encountered difficulties or dilemmas in L2 interaction due to cross‐culturally different interactional rules. It focuses on developing L2 learners' repair strategies to enhance their interactional repertoires in relation to the reasons behind classroom silence. The study regards silence and learner‐initiated repair as intertwined interactional resources frequently occurring within the same sequence but with distinct functions. Silence functions as an interactional cue, preluding forthcoming repair, whereas repair practices can play a crucial role in the progress of interaction. CA‐informed pedagogical approaches help learners to self‐mediate classroom silence and thereby promote interaction, by encouraging them to use repair strategies. This study presents a framework for developing CA‐informed material through a needs analysis, reflective observation of L2 interaction, and learner‐initiated repair. It aims to raise awareness of essential interactional repertoires rarely explored in English language teaching (ELT) material design. It suggests that ELT material adopting CA perspectives can be an indispensable bridge mediating classroom interaction.

The Effectiveness of Edmodo as E-learning in English Learning Practice Discussion at Indonesia Senior High School

This research aimed to find out the effectiveness of the use of social networking media Edmodo on class discussions on practical learning of English; and the relationship between the use of social networking media Edmodo and students’ participation in class discussions on practical learning of English. The sample of this research was 32 students of class XI in the 2022/2023 academic year of Kebangsaan senior high school Medan, North Sumatra, Indonesia. This research was an experimental research type using a factorial design, where the test variable (x1) was the use of Edmodo social media, the control variable (x2) was without the use of Edmodo social media, the dependent variable (y1) consisted of students’ participation in class discussion in the first simulation on practical English teaching materials (y1), and the second simulation on practical English teaching materials (y2). The results of the MANOVA test proved that the effectiveness of using discussion forums using Edmodo to increase students' English learning participation. As a result, there were differences in students’ participation in class discussions in the first simulation on English practice teaching material (y1), and the second simulation on English practice teaching material (y2) with those who did not take part in discussions on the social networking media Edmodo (x2).

The effectiveness of english teaching materials based on content and language-integrated learning (CLIL) to increase the technological pedagogical content knowledge (TPACK) of prospective biology teachers

This study aims to examine the use of English in the Biology handbook through a learning approach based on Content Language Integrated Learning (CLIL) to increase the Technological Pedagogical Content Knowledge (TPACK) for prospective teacher students in the Biology Education Study Program at the University of Mataram. This research was conducted using a quasi-experimental approach with multiple group pre-test and post-test patterns. The test subjects and units of analysis were all second-semester students taking English for Biology courses at the FKIP Biology Education Study Program in the 2021/2022 academic year consisting of 6 classes, namely A, B, C, D, E, and F. TPACK data were analyzed using the N-gain. The N-gain test is used to measure the difference between the post-test and the pre-test. Based on the results of data analysis, it is known that there is an increase in students' TPACK ability to get N-gain values of 91%, 56%, 67%, 64%, 66%, and 61% for classes A, B, C, D, E, and F. The average value of N-gain for TPACK of biology education students is 68, which is quite effective. Therefore, it can be concluded that the English handbook through a CLIL-based learning approach contributes quite effectively to increasing the TPACK of prospective Biology teacher students.

MENUMBUHKAN KREATIVITAS MAHASISWA MELALUI INTEGRASI TEKNOLOGI DALAM TASK BASED LANGUAGE TEACHING UNTUK MAHASISWA PENDIDIKAN BAHASA INGGRIS

Student creativity is needed in 21st century learning. When students have creative thinking skills, they can create new things that are innovative or creative. For this reason, this study aims to foster creative thinking skills for English students by using the Task-Based Language Teaching (TBLT)method that is integrated with technology in online learning and describes the results of student creativity. This study is a class study with participants are students majoring in English Education which amounts to 29. The research instrument is an observation and test sheet. Hasil research shows that the TBLT stage has been carried out well in learning by lecturers and students. This can be seen in the activities ofmahasiswa when they are able to develop English teaching materials, which starts from choosing KD and making a good GPA. In addition, analyze predetermined books and eventually they can create the development of the selected material using wakelet.com, as well as presenting synchronously (through zoom sessions and asynchronously (via wakalet). In addition, the results of the paired sample t-test analysis showed that the T-value was 0.000 and there was a significant increase in student creativity in the application of TBLT integrated with technology in the learning of Developing EFL Materials courses. It is concluded that to foster student creativity, methods are needed that can make the learning process more comfortable and interesting for students.

NEED ANALYSIS FOR ENGLISH FOR SPECIAL PURPOSES (ESP) IN INFORMATICS MANAGEMENT CLASS AT ABC UNIVERSITY.

The process of learning English with ESP (English for Specific Purposes) in higher education often runs less than optimally. One of the contributing factors is the lack of lesson planning so that learning takes place irrelevant to the field of knowledge they teach. For this reason, it is necessary to have a learning plan which will begin by analyzing student needs for learning English with special objectives. Therefore, the research aims to find and describe students' needs for ESP English. This needs to be done so that the English language learning materials with special purposes (ESP) received by students are in accordance with the field of knowledge they are capable of and the field of work they will be engaged in. This research is based on a qualitative descriptive approach. The object of this research is Informatics Management students class of 2020/2021 University of Computer Science and Technology. Data collection techniques used were questionnaires and direct interviews. Then the data obtained will be classified so that the needs of Informatics Management students for learning English can be identified, then they will be described. The results of this study will be used as a reference for subsequent research, namely syllabus planning and development of teaching materials for ESP English.
 Keywords: need analysis, ESP, English teaching.

Analysis of The Need for The Development of Local-Based English Teaching Materials to Improve Reading Literacy in High School Students

The teaching materials used are English teaching materials which contain local learning concepts that increase the discussion of how to read English correctly in pronouncing words in accordance with grammar. Therefore, English teaching materials are very useful for students to master reading literacy skills. English is also part of the international language contained in the subjects applied in schools. In this case, students are required to have English teaching materials as a guide in mastering English knowledge and are also able to compete nationally and internationally. Thus, the purpose of this study was born, namely to determine the analysis of the need for the development of locally based English teaching materials to improve reading literacy. This research uses a design research development method that takes the form of a type of study validation. The basis of the use of this type of method proves from the theory of learning at the stage of needs analysis. The results of the study show that the usefulness of local learning teaching materials can increase students' reading literacy more independently. Local learning teaching materials can make it easier for teachers to be used as a source of learning media. The conclusion of this study is that local learning teaching materials can be implemented for learning activities and English language learning is more practical and easy to understand .

Vocabulary Acquisition through Graded Captioned Videos among Lower Proficiency Second Language Learners

Vocabulary acquisition has become essential for second language learners to proceed to the next band on CEFR global scales. However, there are worries about how CEFR would affect lower proficiency pupils with limited vocabulary. To address this, graded captioned videos from English Central has been used among the lower proficiency pupils. In this current study, selected year 6 students (20 experimental and 20 control) from a semi urban school was chosen. This study used contextualized vocabulary tests such as Multiple Choice Vocabulary tests and C-test. Pearson correlation was also performed to determine if there is a correlation between Experimental pre and post test. The results of the descriptive statistics and two tailed t-test showed that the Experimental Pre group has lower values for the dependent variable than the Experimental Post group. Besides, there were also several limitations in the current study. The study mainly focussed on form and meaning rather than collaborating all the three main themes: Form, Meaning and Use. It would be useful for the future researchers to do more study on form, meaning and use together. As stated earlier, the result from the present study indicates that using captioned videos as an English teaching material in multimedia classrooms can assist learners to receive the language through multisensory channels and help them to develop their vocabulary learning process.

The Development of Loose-Leaf Teaching Materials Based on the Concept of Outcome-Based Teaching Model and Its Effectiveness

At present, loose-leaf teaching materials are attracting more and more attention in higher vocational institutions and have become a hot topic now. However, since the development of loose-leaf teaching materials is still in its beginning and exploratory stage, the examples of loose-leaf teaching materials for specialized courses are very hard to find. In fact, there is little research and application of how teaching objectives, content structure, teaching methods and teaching effectiveness reflect the original intention of loose-leaf teaching materials, especially there is little empirical evidence and reporting on teaching effectiveness. In this paper, we adopt the concept of outcome-based teaching model and take “Check-in” in Professional English for Hotel Staff course as an example to demonstrate the development and design of loose-leaf teaching materials and their features of career guidance, brevity and clarity, simplicity and practicality, real time and flexibility. By comparing the fourth semester exam results of 125 students majoring in hotel management from the class of 2013 to the class of 2016, who used traditional hotel English textbook，with the fourth semester exam results of 112 students from the class of 2017 to the class of 2020, who used loose-leaf teaching materials of hotel English in a higher vocational college, the advantages of the “4Es” embodied in loose-leaf teaching materials, namely, easy to teach, easy to learn, easy to understand and easy to use, and their effectiveness are revealed. According to the current study and preliminary teaching results, the development of the loose-leaf textbook based on the concept of outcome-based teaching model has been effective.

国内中学英语教材研究二十年：回顾与展望

国内中学英语教材研究二十年：回顾与展望