Integrated Language Skills Research Articles

S SATISFACTION IN USING GRAMCHQ (GRAM-CHECKED) FOR ONLINE DISTANCE LEARNING (ODL) DURING COVID-19 PANDEMIC

The COVID-19 pandemic has transformed our education system whereby the largest online movement in the history of education was witnessed and the way lessons were delivered was reshaped. The effectiveness of this shift, from the use of traditional white boards to electronic screens is worth investigating, especially from the viewpoint of first year undergraduates as they transitioned from secondary education to tertiary education. This paper presents the acceptance of using GramCHQ (Gram-Checked) in learning English among the first-year Diploma undergraduates. GramCHQ, which was designed after taking into consideration various obstacles faced by students when doing ODL, is a series of engaging and interactive E grammar lessons. These lessons, which were specifically designed for Integrated Language Skills 1 (ELC121), consist of brainstorming sessions, lesson introduction, lesson presentations, practices, language games as well as self-evaluation. The objectives of the study were to identify the perceptions of students towards lessons conducted using GramCHQ and elicit their feedback on the effectiveness of GramCHQ lessons. A total of 97 students from four different Diploma programs participated in this study. They were guided on how to use GramCHQ before being asked to experience the lesson themselves. After the lesson, they were asked to fill in e-questionnaires designed in Google Form. The findings from the survey revealed that participants reacted positively to GramCHQ with a high satisfaction level (m=4.12). In addition, high responses (m>3.80) were obtained in terms of GramChQ’s interest, relevance, presentation, technology, enjoyment, memorization and future demand. GramCHQ is an effective medium for Online Distance Learning as its low bandwidth caters to a larger population as well as engage its learners’ interests with its interactive game based learning approach. Findings from this study provide a basis for educators to plan effective online teaching strategies for digital classrooms.

Students’ Perceptions on the Use of Radio Drama to Develop Speaking Skills

Speaking confidently with correct oral communication skills in a target language is not an easy task for any second language learners. One of the ways to develop speaking skills is through radio drama activity. The present study examined students’ perceptions of radio drama to develop speaking skills. Besides, the differences between male and female students were also explored. The participants of the study were fifty-five diploma engineering students taking the Integrated Language Skills course. In order to collect the necessary data, a set of questionnaires with two open-ended questions were distributed to the participants through Google Form link to the class WhatsApp groups. Descriptive statistics were conducted to measure the quantitative data and content analysis was used to analyse the qualitative data. The results show that students have positive perceptions regarding the implementation of radio drama activity to develop speaking skills. The students perceived radio drama as fun and effective, improved pronunciation, constructed better sentences, learned new vocabulary, gained confidence, and experienced speaking English with peers. Besides, both genders perceived radio drama developed creativity in speaking skills with female students having a stronger view than their male counterparts. It is suggested teachers consider utilizing radio drama activities in English language lessons.

DEVELOPING E-LEARNING BASED ENGLISH MATERIAL FOR THE TENTH GRADE OF ARCHITECTURE ENGINEERING DEPARTMENT STUDENTS OF SMKN BALI MANDARA

This study was a research and development (R&D) which aimed at finding out kinds of supplementary materials, design, and quality of English materials that are required for teaching the tenth grade of architecture engineering department students at SMKN Bali Mandara. The developed material was designed under the Research and Development (R&D) model by Richey and Klein (2007) that involved three processes, namely Design, Development, and Evaluation. The developed materials were identified based on syllabus analysis of 5 (five) English learning topics; announcement, transactional interaction texts, recount text, narrative text, and song lyrics. According to the result of material design identification, in every chapter, it should be completed with the title of the chapter, students’ competency, learning indicators, learning objectives, learning material, and assessment part. The developed material was assessed by three expert judges. The expert judges’ assessment criteria used were based on eight principles in developing good material for English for Specific Purposes (ESP) by Widodo and Pusporini (2010). Those principles are clear goals, learning tasks, students’ interest-based tasks, communication-based tasks, integrated language skills materials, original learning materials, impactful learning materials, and a good role model to be used outside classrooms. The result of the expert judges’ assessment showed that the product was categorized as “Excellent” with a total score of 206. It indicates that this product is applicable for the teacher to improve the teaching-learning process for the tenth grade of Architecture Engineering Department students of SMKN Bali Mandara. Keywords: e-learning materials, need analysis, ESP, architecture engineering department.

Svešvalodu mācības: vienotas pieejas meklējumos

Based on the analyses of scientific literature (Krashen, Terrel 1983; Krashen 1989; Widdowson 1996; Larsen-Freeman, Long 1999; Kramiņa 2000; Larsen-Freeman 2000; Nunan 2015; Ellis 2003; Forrester 1996, 2006; Cummins 2001), it is concluded that different theories about language studies have their strengths and weaknesses. These theories generally analyse language acquisition processes, their factors of influence, language teaching and learning. Language acquisition takes place simultaneously with the cognition of the surrounding world. By trying to find answers to questions on what language is, in what circumstances it is acquired on a certain level, ideas emerge, which transform into methodological guidelines. Each of the explored theories offers a solution to more effective language acquisition. However, the theory of whole language acquisition has been taken as the basis for integrated language skills development; the four skills are viewed separately. Publishers usually produce a series of “skills books”, textbooks and exams also follow these categories. The question of the criteria of competence assessment remains unanswered. Exams continue to test foreign language acquisition skills. Language teachers need help in order to understand the general principles and become independent in their work. It is important to link these ideas and use a common framework in organising a successful foreign language study process. The research suggests that a common foreign language study approach should be developed and implemented in practice. The planning and organisation of the study process should take into account unified competence acquisition criteria and levels.

COMMUNICATIVE VISUAL MEDIA-BASED SPEAKING INSTRUCTIONAL METHODS AT PEACE KAMPUNG INGGRIS PARE

Behind the problems faced in the implementation of teaching English in schools, on the contrary, learning activities in Kampung Inggris Pare are reported as having exciting and enjoyable in terms of topics and exercises they do in the classroom. The teaching methods are varied, broad, and challenging. The variation of the topics avoids boredom in the learning. Therefore, this study investigated the teaching methods conducted in this immersive environment. This qualitative study was conducted in Peace, Kampung Inggris Pare, Kediri, East Java, Indonesia. Six participants participated in this study. The data were collected through observations, interviews, documents, and visual photos. The data shows that, in teaching speaking, tutors in English Village Pare utilize a variety of media and integrated language skills, for example, by using visual media in the form of images. Five phases will be trained to achieve communicative goals in language learning, namely: pay attention to the pictures to store the concept in mind, construct the ideas about the photos (perception), regulate the way to express the ideas (mind mapping), speak up (describing the picture or anything to talk), communicative comprehension (speaking and listening session as a speaker or listener), and after review and practice the phases or activities many times, the students finally will reach the speaking fluency (ignoring filler and stuck), respect to the time, and communicative skills. This method can lead students to become successful language learners

Exploring how to enhance pre-service elementary school teachers’ English teaching competence based on the analysis of their micro-teaching videos

This study intended to explore the ways to enhance pre-service elementary school teachers’ English teaching competence based on the analysis of their micro-teaching videos. For this purpose, 20 micro-teaching videos were analyzed using analysis criteria developed by the researchers. The criteria include six categories: teaching and learning activity, organization of student participants, use of language skills, use of non-verbal factors, video screen display and use of materials. The results of the micro-teaching video analysis revealed some meaningful implications for pre-service teacher education: expanding the use of referential questions in teacher talk, more use of interactive whole class work and individual work, inflating learning activities in a way to integrate language skills, enhancing the use of nonverbal factors, facilitating pre-service teachers’awareness of the effects of screen display and augmenting the use of English textbook. Of the implications, enhancing the use of nonverbal factors and facilitating pre-service teachers‘ awareness of the effects of screen display are timely, considering that English classes are being carried out both on- and offlines. The findings of the study will help pre-service teachers be prepared when blended-learning is becoming a new norm of school education. Limitations of the current study and recommendations for follow-up studies are also discussed based on the results.

Content Analysis of an EAP Coursebook in an Islamic University

Evaluating a coursebook is necessary to find the strengths and weaknesses to improve the quality of sources and professional development. This study aimed to investigate the suitability of EAP coursebook materials with the criteria for good teaching materials and the English language needs of IAIN Purwokerto students. The study engaged 83 second-semester students at IAIN Purwokerto, who were randomly drawn from each study program at IAIN Purwokerto. The researchers employed a content analysis procedure: the unit of analysis covering places, actors, activities, research variables in the form of teaching materials in EAP courses, and data collection using a checklist. The analysis of the research is based on the criteria of good teaching materials and the students' English needs which cover the target requirement component for needs analysis, consisting of the students’ needs, shortcomings, and desires. The researchers found that the suitability of the coursebook with the criteria for good text teaching materials has average level of relevance of 50.13%, which is quite appropriate in the category. There were some weaknesses or shortcomings that made this EAP course book not classified as a high level of relevance. English language needs of IAIN Purwokerto students tend to learn integrated language skills, especially speaking and listening.

DEVELOPING ENGLISH TEACHING MATERIALS FOR YOUNG LEARNERS BASED ON ISLAMIC VALUES OF INTEGRATED LANGUAGE SKILLS FOR ISLAMIC ELEMENTARY SCHOOL

ABSTRACT This Research and Development (R&D) is conducted to develop English teaching materials for young learners of grade four based on Islamic values of integrated language skills at SD IT AL Hijrah 2 Deli Serdang. The objectives of this study are 1) to analyze English teaching materials are needed by the students, 2) to develop the English teaching materials, and 3) to give reasons for the English teaching materials developed. The respondent of this study is 23 respondents which consisted of twenty (20) fourth-grade students, one (1) English teacher, and two (2) lecturers. The data is collected by questionnaire, interview, and documentary. The results of this study showed that 1) English teaching materials needed by the students are English teaching materials based on Islamic values of integrated language skills, 2) the development of English teaching materials were developed through four steps, namely evaluation and need analysis, material development, material validation, and revision and final product, and 3) the reason English teaching materials are developed based on Islamic values of integrated language skills is because of the Islamic elementary schools and the terms or level of young learners. Based on the expert’s judgment result, the score was 3.68, and the percentage is 90% categorized as very good. It means that the developed materials were relevant or appropriate for the fourth-grade students of Islamic elementary school. It implies that the teacher can use the developed English teaching materials based on Islamic values of integrated language skills and Islamic elementary needs to lead the students to learn English in the Islamic context. Keywords: Research and Development (R&D), Teaching Materials for Young Learners, Islamic Values of Integrated Language Skills, Islamic Elementary School

Book Review: Integrated Language Skills: Writing

Integrated Language Skills: Writing is a resourceful book for learning and teaching of writing skill by Dr. Naginder Kaur and Ms. Noorazalia Izha Haron, two lecturers at the Academy of Language Studies, Universiti Technologi MARA (UiTM). The book is tailor made for students pursuing pre-intermediate or intermediate level English language courses and a practical guide for anyone who wants to teach English writing skill at the pre-intermediate or intermediate level.

Introducing integrated language skills assessment at the language department of a Czech university

Abstract Integrated assessment evaluates language proficiency through tasks that require the test-taker to produce a written or spoken output based on listening or reading comprehension (reading or listening-into-writing or speaking). Since integrated assessment aims at reflecting the communicative and cognitive requirements of academic life and other professions, it is considered a means of assessment that is both authentic and valid. Examples of integrated tests can be found in high-stakes examinations at universities with English as the medium of instruction, and in the standardised high-stakes examinations offered by ETS, Pearson Education and Trinity College London. This report provides an example of integrated assessment in action by describing a currently used integrated test developed at the Language Department of the Faculty of Science, University of South Bohemia in the Czech Republic. Since 2018, this particular integrated test has served as the entrance examination for Biological Chemistry (EEBC), a bachelor’s degree course delivered entirely in English. By detailing the rationale behind the examination and the design process, this report aims to show that integrated assessment can provide a valid alternative to independent assessment at the tertiary level.

Technology of formation of integrated reading competence in English

This article discusses the basic principles of using integrated language skills in teaching English. When we integrate things, they interact or work together to be more effective. An integrated system increases the level of usefulness by bringing different ideas together in one way. It is clear that language learning skills also need to be taught in a related way to improve the communication process.

Gaining in-demand skills in the ESP classroom: a case study in Oman

The most recent trends in education emphasize the importance of its strong focus on the learner’s job-readiness, a convergence of education with the world of work, and its adaptation to the needs of the learner and the employer. Ascribable to its far-reaching partnership with 21st-century educational thinking, demand-driven education and planning for the future, the English for Specific Purposes (ESP) classroom is no exception to this, seeing modifications and adaptations in its search for a deeper understanding of the reliable skill set introduction and development. While debating current global and local issues, changes, and challenges in the broad area of ESP, this paper focuses on Omani tertiary education students’ understanding of in-demand 21st-century skills and their development in the dimensions of these skills. The discussion is anchored in the personal feedback of students enrolled in English for Business course offered by the Centre for Preparatory Studies at Sultan Qaboos University in Oman. In terms of future employability, students were asked to rate twenty-three skill areas and how these skill areas were covered in the course in bilingual English and Arabic questionnaire administered online. The results demonstrate students’ understanding of the importance of 21st-century skills for future employability. They also show that effective in-demand skill instruction requires teacher initiative in the enhanced incorporation of learner-centered teaching approaches and more language learning activities and tasks with a focus on interactive and experiential instruction. This involves a synthesis of best practices in integrated language skills with a special focus on speaking, the application of different innovative tools and techniques of teaching, and enhancement of positive attitudes toward aligning skill areas, with an emphasis on idea development, content knowledge, critical and creative thinking.

An Investigation and Evaluation of the Impact of the Integrated Language Skills Approach on English Departments EFL Students Speaking Skill in UOD

Depending on the channel of communication, people use a variety of skills; particularly, listening and speaking. People often see the need to listen, understand and speak to one another in order to communicate successfully. For this reason, English learners are in need of learning the speaking skill effectively to be able to communicate successfully in real-life English situations. The study adopts theoretical and practical approaches to investigating and evaluating the impact of Listening and Speaking classes on the speaking skill of the students at the English Departments of the College of Languages and the College of Basic Education at the University of Duhok. The paper deals with teaching speaking skill and offers some activities on the speaking skill in the light of communicative language teaching (CLT) to assist the learners in communicating more efficiently in everyday English. The study adopts a mixed methods approach to evaluate the learners’ attitudes towards their speaking skill by constructing a questionnaire for the students, and interviewing them. The study concludes that the integration of the listening and speaking skills helps to improve the students’ speaking skill.

Role Play: Let’s Act It Out!

Generally, most university students are reluctant to speak English in public due to lack of Englishproficiency. This situation has led to lost interest in role-play activity among UiTM Cawangan Kelantanstudents; particularly Integrated Language Skills 1 (ELC121) students. Hence, this project intends toincrease students’ interest in role-play activity as well as enhance students’ proficiency in Englishlanguage especially in role-play assessment. This project focuses on using Interactive DVD as a tool tohelp in motivating the student’s interest and enhancing student’s proficiency level. This interactive DVD iscomprised of notes, samples of dialogues and video presentations meant for teaching and learning roleplay.Based on the outcomes, the students show positive enthusiasms in joining the class and performoutstandingly in role-play test. The Interactive DVD motivates them to actively participate in role playactivity with confidence.

The Necessity of Acquiring Integrated Language Skills and its Possibility through Creative Ways of Teaching and Testing

English as a global and Multi National Companies’ language has gained its tremendous importance among college students of India. Students have realized the necessity of knowing and using the language to get the job. But, how to learn it in the short period of time is the question predominantly present in these students’ mind, which has to have its answer from language experts. The first and comfortable choice for teaching language at ease and quick is literature which is short and has plot and narrative. F.C. Bartlett, the psychologist, the founder of the concept of ‘schema’ scenario and the cognovits insist on the possibility of language learning through technical use of schemas and ‘filling index’ or cognitive map present in human brain. It is also a well realized fact that through concentrating on development of one skill, it is not possible to make the learners to use the language. Hence, all the four skills have to be equally given with importance to develop them in learners effectively, to enable them to use the language.

An analysis of content-language integrated activities in 3 rd and 4 th grade English textbooks for the 2015 revised national curriculum.

The purpose of this study is to analyze the content-language integrated activities of the 3rd and 4th grade English textbooks based on the 2015 revised national curriculum, and to suggest directions for revision and supplementation. This study analyzed content-language integrated activities presented in 5 elementary school English textbooks in the following four aspects: 1) how subject contents are integrated, 2) how language skills are integrated, 3) what levels of learners’ thinking skills are required, 4) which types of group are needed for the target activities. The results of the analysis revealed that the most frequently integrated subject is art, and the level of subject contents generally matched the grade level of the learners. The results also showed that there are many activities that use a single language skill rather than integrated language skills. It was found that more than half of the activities were group or pair activities that could encourage interactions among the learners. The activities requiring the learners’ higher-order thinking skills account for 68.1% of the total number of integrated activities. Finally, this study confirms that there is a need for establishing a consistent framework to develop content-language integrated teaching materials. Additionally, we need to pay more attention to CLIL teacher training courses that are designed to develop teachers’ professional competence. Some implications and suggestions for future research for effective content-language integrated activities in textbooks were made.

Metodyka pracy z uczniami z doświadczeniem migracji. Język polski w klasach 4–8

Teaching methods for working with migrant students. Polish Language in grades 4–8. The article, inspired by P. Gębal’s idea of integrative and inclusive education (Podstawy dydaktyki języka polskiego jako drugiego. Podejście integracyjno-inkluzyjne, Kraków 2018) presents some suggestions for applying teaching methods facilitating the process of learning Polish by migrant students during the second stage of education, i.e. in grades 4–8 of primary school. Our approach consists of 1) adapting existing teaching materials for native Polish students (adjusting the content of the readings and complementing them with exercises developing the integrated language skills of the students), and 2) applying student-activating and integrating methods and techniques that are typically used in teaching Polish as a foreign/second language. The paper also includes examples of such activities.

Critical Review on the Meaning, Purposes and Techniques of Integrative Language Skills Teaching Approach

In an age of globalization, the objectives of language skill learning and teaching is for meaningful communication and the development of learners‘communicative competence. Meaningful communication requires the integration of the various language skills. In the integrated language skills instruction, learners are exposed to authentic language and are involved in activities that are meaningful and interesting. The four macro English language skills are all an integral part of typical language proficiency and use. For example, by practicing conversational skills the learner can focus not only on speaking but also listening, in order to react and ask appropriate follow-up question. Skill integration also happens when students are involved in project work, which may well involve examining through reading, listening, speaking (e.g. in discussions or when giving a presentation to the audiences and writing to submitting a report. Thus, the four English skills should not be taught in isolation but integratively in the classroom through an integrated approach. An integrated language skills teaching approach is an approach whereby language skills are taught integratively. With this regard, the main objective of this article is to critically review the meaning, purposes and techniques of integrative language skills teaching approach. To achieve this objectives various, books, book chapters, guidelines, research findings and documents were critically reviewed and analyzed. Therefore, this article describes the features and problems of segregated approach to language teaching. Then, it explains the meaning and purpose of the integrative language skill teaching and historical background and current perspective of it. Finally, the article describes the methods and techniques of integrative language skills teaching approach. Keywords: Integrative, Language Skills, Teaching, Approach, methods, techniques, language teaching approach, learning DOI : 10.7176/JLLL/58-03 Publication date :July 31 st 2019

Fun Meets Knowledge: English Enrichment through Camp America

American Corner (Amcor) of Tanjungpura University is aware of the need to provide its EFL learners with an English community which facilitate the learners with English speaking atmosphere namely Camp America. Through Camp America program, the participants obtain some crucial learning benefits such as the opportunity of English interactive fun activities in a variety of settings like singing, games, and seminars. Also friendly engaging conversations with native speakers and local fluent English speaking instructors or mentors. Camp America becomes a helpful alternative to tackle limited opportunities of EFL teachers in providing their students with English community and native speakers. Through which the participants can benefit from both recreational English learning and direct engagement with authentic English speaking space that provides participants both target language community and American culture as well as media of enhancing their integrated language skills that they can apply them into a real life practice.

Integrating EFL skills for authentically teaching specific grammar and vocabulary

When a person uses a language in an authentic setting, skills such as speaking, reading, writing and listening are naturally integrated to achieve communicative competence. Therefore, this research is based on the use of a content-based instruction model and the communicative language approach to teach English as a foreign language (EFL). The activities described in this article integrate language skills using communicative activities to learn and practice the present perfect and associated new vocabulary. All the skills were evaluated through qualitative informal assessments and quantitative formal testing to see if the chosen strategies could aid in attaining the goals set by the professor and could allow for authentic learning by the participants. This qualitative and quantitative research used 33 sample students, pre- and post-evaluations of all four skills, and questionnaires about the students’ knowledge of the present perfect post-treatment and the opinions of the students about the types of strategies and educational models used to integrate the four language skills in their classes. These results were then used to find out how these teaching strategies could aid in student teaching-learning. The tools used aided in the results were to find out how to integrate communication skills throughout the lessons in the classroom to allow for a more fluid and in-depth learning experience for the intermediate students that participated in this research done at UNAE, Ecuador.