Intensive English Class Research Articles

Perception of Boredom in Young Learners’ English Language Classes

This study aims to reveal the boredom perceptions in a Turkish public school providing intensive English classes for the 5th grade. From the perspectives of both students and teachers, the study examines whether young English as a foreign language (EFL) learners get bored in the classroom, the causes and signs of their boredom in addition to the perceived solutions to reduce their boredom perceptions. In accordance with these objectives, six 5th grade students and four English teachers took part in semi-structured interviews. As a result of the analysis of the findings, it was discovered that boredom is a common phenomenon for the students, and it is generally associated with certain causes such as grammar instruction. Additionally, it was found that boredom manifests itself by typical behaviors such as doodling. Finally, some solutions such as more active involvement of the students into the lessons by means of engaging activities were offered by the participants to minimize boredom. Some practical recommendations are presented at the end of the study in line with the findings and the relevant literature.

Teaching English for Intensive Program: A Need Analysis

In UIN Prof. K.H. Saifuddin Zuhri, most students, who had taken an English Proficiency Test at the beginning of the academic year to recognize the students' English proficiency, did not achieve a passing grade (450 points) of the test. This condition drives the institution to improve the student's English proficiency through the intensive language program that the Language Development Unit organizes. The research uses a descriptive study to analyze the data from the questionnaire, in which each item is analyzed individually. Fifty students' questionnaire answers and the interview of ten lecturers are grouped and analyzed to identify their real needs. The data is evaluated descriptively based on the percentage of student responses. The study results show that the language skills needed in intensive English courses are listening, structure and written expression, and reading. Most of the lecturers said that the students lacked grammar. Therefore, students need listening, structure and written expression materials, and reading skills—the essential skills to improve our structure and writing. Also, vocabulary and grammar are the aspects of the language that should be improved in the intensive English class. When developing the material, the target needs analysis should be considered, including language skills, language aspects, English learning objectives, and the time commitment of the Intensive English language program.

Students' Perceptions of Kahoot as an Online Quiz Tool in Intensive English Class

Online learning media is one of the tools which can support the teaching and learning process. Kahoot, Quizizz, Padlet, and learning Apps are examples of online learning media. Hence in this study, the researchers wanted to find out about the students' perceptions of online quiz applications or better known as Kahoot. This study employed a descriptive quantitative approach because the researchers described students' perceptions of Kahoot as an online quiz for teaching and learning English in class. Thirty-nine English Department, Lambung Mangkurat University students were selected as the samples in this study from the 2019 Intensive English Class. The instruments used in this study consisted of questionnaires with five answers: strongly agree, agree, neutral, disagree, and strongly disagree. The questionnaire was made and spread online by using Google Forms. The data was analyzed quantitatively using the implementation of a Likert scale. The findings show that the students' perceptions of Kahoot as an online quiz tool are positive. It can be seen from the score of instruments distributed by the researchers. The score gets 2.192 from 2.730 as the maximum score. The maximum score was gotten from (Q1: number of students, K: maximum score for each question and Q: number of questions) = 39 x 5 = 195 x 14 = 2.730, which means that Kahoot is a good online quiz application for teaching English in Intensive English Class based on students' perceptions. Most of the students agree that the process of teaching and learning via Kahoot as an online quiz tool is interesting, motivating, and fun. They also agree that they feel a positive effect on using its application and try to repeat to play Kahoot.

USING INTERACTIVE MEDIA OF SPOTIFY IN LISTENING COMPREHENSION FOR STUDENTS IN INTENSIVE ENGLISH COURSE OF LANGUAGE CENTER IN UNIVERSITAS MUHAMMADIYAH SURABAYA

Listening is one of the important activities in learning that can obtain information. Based on the phenomenon that students have difficulty in learning English, especially in listening skills because many students have difficulty in listening comprehension clearly. Moreover, they feel bored because of the teaching and learning process without using interactive media. The purpose of this research found out the implementation of the listening comprehension learning process in intensive English class of the Language Center by using the Spotify media as an interactive learning media and students' responses in using of the Spotify media. The researchers used three instruments in this research that were observation, questionnaire, and interview. Qualitative method was used by researchers to analyze descriptive data. The results showed that the students were interested when the lecturer used the Spotify media as part of the teaching and learning process. Furthermore, the students responded positively to the use of the Spotify media. The results of the analysis showed that the using of Spotify media by the lecturer in the learning process of listening to understanding is very pleasant and students are easier to understand English in listening skill. Since they can use the Spotify anywhere and anytime that was as the new experience in learning English for their daily activities

Students’ Motivation in Offline Learning Post Covid-19

Abstract: The return of the education system to face-to-face learning had an impact on students' learning habits. This study aimed to perceive the students’ intrinsic motivation in offline learning post-COVID-19. It focused on instrumental motivation. The subjects of this study included 25 new students from Canada's group of Intensive English Classes at the University of Muhammadiyah Banjarmasin toward their offline learning post-Covid-19. Observations and questionnaires were used to analyze the data in a descriptive qualitative manner. The mean score of the students' intrinsic motivation was discovered to 71,3. It means that the students in the Intensive English Class have an intermediate intrinsic motivation for learning English.
 
 Keywords: Students’ motivation, intrinsic, offline learning.

Blended Learning as an Effective Learning Solution on Intensive English Program in the New Normal Era

The government implemented new normal policies in various areas, including education, during this new normal era, including the reopening of schools. Several political parties, particularly parents, have expressed strong opposition to the new policy. Many of them are concerned that their children will have to attend school outside until the COVID-19 pandemic is over. In this situation, the school community must adapt to this new normal by adhering to the government's health protocols. The lecturer, as the primary learning facilitator, is crucial in shaping new student habits. Learning innovation and the use of appropriate and diverse learning media work against the improvement in educational quality in the new peacetime era. The use of blended learning in Intensive English classes, which combines face-to-face and online learning with advanced techniques, is one of the best learning model solutions for adapting to the new normal era. The purpose of this research is to explain blended learning as a type of learning solution on the Intensive English Program at Andi Djemma University as a form of adaptation to the new normal era. In this study, we used descriptive qualitative techniques to collect data on the facts of implementing blended learning in the Intensive English Program and the current phenomena of student behavior associated with this learning model. The study's findings revealed that blended learning allows students to practice conversation during English lessons and can improve learning outcomes and scores, particularly when speaking. Firstly, 67.1% of students said that blended learning is effective, efficient, attractive, and can be used very effectively. Secondly, 77 students (84.7%) prefer blended learning to complete online or face-to-face learning.

Listening Difficulties and Strategies in Preparing for IELTS Listening Test Using Online Learning: A Case Study of Intensive English Learners

AbstractListening is one of the significant roles in the educational process of English language learning. Despite its importance in our daily communication, it is a skill where most EFL learners struggle with during online listening comprehension practice. This study examines the listening difficulties faced by the EFL learners (i.e., Intensive English learners) in preparing for the IELTS listening test. In this paper, the researchers reviewed the terms listening and online learning, including their significance, process of listening comprehension, learners’ difficulties based on the content of the listening text, failure to concentrate, listener, speaker, and environment, as well as strategies to overcome the issue. The participants were 16 international learners undertaking an Intensive English Course in Universiti Utara Malaysia (UUM). A questionnaire was employed to elicit the participants’ listening difficulties and strategies used in the Intensive English classes. The data were analysed and reported using the descriptive quantitative method (mean value, standard deviation, and percentage). The results of this study on learners’ difficulties and the strategies to overcome the problems in listening in the intensive English classes are also discussed. Findings on understanding learners’ issues would enable the English instructors to help learners develop effective learning strategies and improve their listening comprehension abilities. Keywords: IELTS Listening Test, Intensive English Learners, Listening Difficulties, Listening Strategies, Online Learning

Hybrid Learning as an Effective Learning Solution on Intensive English Program in the New Normal Era

In this new normal era, the government has implemented new normal policies in various lines including education. This situation requires school community to adapt to this new normal era by complying with the health protocols set by the government. The lecturers as the main learning facilitator have very crucial role in forming new habits for students. Lecturers must be able to adapt in learning activities from the planning to its evaluation. Learning innovations and the usage of suitable and diverse media for learning significantly hold up enhancing the educational quality in the new normal era. One of the appropriate learning model solutions as a way to adapt in the new normal era is by applying hybrid learning in the Intensive English class. Hybrid learning model is a learning type which mixes face-to face and online by utilizing technological sophistication. This study aimed to explain hybrid as a form of learning solution on intensive English Program at Stikes Banyuwangi as an adaptation form to face the new normal era. The results of study indicated that hybrid learning make students easier in practicing the conversation during Intensive English class and can improve their learning outcomes and scores, especially in their speaking. 71.7% students stated that hybrid learning increase effectiveness, efficiency and their attractiveness, so it is quite effective to be applied. Then 85 students (81.8%) prefer hybrid learning than full online learning or totally face to face learning.

School Drama: Using drama for oracy in an EAL/D classroom

ABSTRACT This article examines the pedagogical potential of drama-rich processes to develop and improve oracy skills for students learning English as an additional language or dialect (EAL/D). Research was conducted through a multi-level, qualitative case study of Sydney Theatre Company and University of Sydney’s School Drama ™ program. School Drama is a co-mentoring teacher professional learning program that promotes a dual focus of developing teachers’ capacity to use drama pedagogy with literature, and improving literacy outcomes and engagement for students. The research context was an intermediate Intensive English class at a western Sydney secondary school, involving students from refugee backgrounds. Data gathering included observations, focus groups, teacher interviews, and artefact analysis. While this instance of the program presented behavioural and structural limitations, benchmarking assessment depicted a marked to moderate improvement in oracy skills. Vocabulary, imagination and creativity and confidence emerged as the most salient ways oracy was developed and improved.

Higher Education Students’ Perception on Online Learning during Covid-19 Pandemic

Covid-19 pandemic has an impact on the higher education system in Indonesia where lecturers and students have to carry out online teaching and learning process. This study aimed to investigate the higher education students’ perception on online learning during covid-19 pandemic and the supporting factors and constraints during online learning. This study used descriptive method. The total respondents were 103 students of Stikes Banyuwangi who joint Intensive English class in the 2020/2021 academic year. The results indicated that students have positive and negative perceptions on online learning. Online learning offers flexibility but it also presents various constraints such as unstable signal, some students were less motivated, more difficult to practice conversation, and high cost of internet. Mostly students (91%) prefer face to face learning to online learning. In conclusion the important factors in conducting online learning are the availability of supporting tools, stability of internet access, and applications of online learning must be easy to access, attractive, motivating and in the form of combination among several online learning media to provide the best way in delivering and accepting the material during teaching learning process

Application of Action Research into the Development of English Linking in a College English Classroom

This article reported the introduction of action research into an intensive English class for English major freshmen at a college in China. Sixty-one students (three boys and fifty-eight girls) participated in the study, which investigated the effects of action research on their pronunciation development of linking. Through a recording test and a questionnaire, students’ proficiency in English linking was identified. The test and the questionnaire were administered before the intervention. Based on the analysis results, a refined four-step process of planning, strategies, action and self-reflection was proposed, aiming to develop the students’ proficiency of linking. A three-week teaching action was carried out. With the help of online platform, online videos, timely feedback in class both from the teacher and peers, reflective journals in the process of the instruction and an interview conducted after it showed that action research had a clear positive effect on the development of students’ proficiency in English linking.

UTILIZING ONLINE LEARNING TO ENHANCE ENGLISH SKILLS ON INTENSIVE ENGLISH CLASS

The Covid-19 pandemic has transformed the learning system. The great impact on the learning system is that millions of schools and universities are now starting to practice online learning massively at all levels of education. Now, the online learning system is also used in Intensive English Class (IEC) at one university in Banjarmasin. Intensive English Class (IEC) is a one-year English program for the students. This study aimed to investigate the use of online learning to enhance English skills through Intensive English Class. This is a qualitative descriptive study. This study invited 339 freshmen students and six Intensive English Class instructors as respondents. The results of this study show that online learning at Intensive English Class could effectively improve students’ English skills. This can be seen from the data that 58.1% students agreed that the online learning could help them to enhance their English skills. It was also supported by their knowledge of how to use online learning well. This means that there is a good connection between utilizing online learning and the development of English skills on Intensive English Class.

The impact of language use bullying on Indonesian students' language development

Bullying is an issue that is difficult to be eliminated even in high education level. Bullying in high education may interfere the learning processes. Some of the students think that bullying is common. However, some others think that it is a bad situation for them. The study was conducted in University of Muhammadiyah Banjarmasin. The subject of this study is students of Intensive English Class. Case study is implemented to collect in-depth information about bullying factors in Intensive English Class. From indepth interviews that were conducted, the researcher found out that bullying factors included aspects of humiliation and mocking, intimidating, Ignoring, and Criticizing one’s appearance or background. The impacts found are considered safe and not severe since bullying in language use only caused shyness and not affecting the development of English learning.

Action Research of the Multiple Intelligence (MI), Cooperative Learning, and Game-based Teaching into Summer Intensive English Classes for Mixed-level and Mixed-age Students

This study is based on the '2014 the Schweitzer Program' in Taiwan which spanned for four weeks from the 2nd to 29th of August. The lessons included four classes of multimedia picture books and eight game-based lessons. The aim of this research is to describe how to integrate the theory of 'Multiple Intelligence (MI)' by Howard Gardner as well as the theories of 'Cooperative Learning', and 'Game-Based Teaching' into summer intensive English classes among mixed-level and mixed-age students. There were 20 participants composed of 13 fifth graders and seven sixth graders with equal members of each gender. The study followed a qualitative action research methodology with the use of interviews, documents and observations. The students had two 60-minute English lessons and one 60-minute multimedia picture book session per week for four weeks with the researcher. This study provided a prototype of lesson plan designs for a group of mixed-level and mixed-age students. Results show that merging games into the teaching content and using 'Game-based Teaching' is significantly suitable for the mixed group. Based on the results, recommendations were provided for both EFL teachers and EFL schools. During lesson plan design, teachers could merge various games into their lessons especially when intended for students of mixed levels. For the schools, it is best to choose teaching materials that combine text with plenty of activities and classroom games.

A Research on the Role of the Mother Tongue in the Intensive English Class

The present study explores the extensive employment of the mother tongue in the intensive English classes. Analyses indicates that far from being a detriment to the language learning and teaching in classes, appropriate use of mother tongue is affirmed by both teachers and students, whose response toward the investigation resemble each other. Key words : Mother tongue; Intensive English class; English teaching

VENN DIAGRAM METHOD FOR STUDENTS’ ABILITY IN WRITING AT INTENSIVE ENGLISH CLASS OF UNISMUH MAKASSAR

The objectives of this research are to find out the improvement of the students’ writing ability in terms of content and organization through Venn Diagram Method at Class A students of Intensive English Class. This research used Classroom Action Research (CAR). It had conducted two cycles. Where each cycle has consisted of four meeting. It employed writing test as the instrument. The number subject of the research was 28 students and consist of 5 men and 23 women. Implementation of the first and the second cycle during the four meeting. The technique of the data collection used the cycle, based on the material being taught. Based on the findings of the research, the improvement of the students’ writing ability in content and organization were significantly improved. Where the mean score in content was 7.79 and mean score in the organization was 7.57. It’s mean that by using Venn Diagram method can improve the students’ writing ability.Keywords: Venn Diagram, Method, Writing.

The effect of instruction on conventional expressions in L2 pragmatics

This study investigates the effects of instruction (input plus focused metapragmatic noticing) on the oral production of conventional expressions, particularly those conventional expressions which perform specific pragmatic functions in English. Using a pre-test–instruction–post-test design we tested 36 university-level students in six intact intensive English classes in order to determine whether guided metapragmatic noticing activities help learners increase oral production of targeted conventional expressions and whether such gains (if they are realized) can be generalized to other conventional expressions. Students were divided into two groups of three classes each; the two groups received instruction on a different set of expressions. Results showed that both instructional groups showed significant gains on one set of conventional expressions but not another, suggesting that learning conventional expressions is sensitive to instruction but also constrained by the transparency of the expression and the learners’ level of linguistic development.

The effectiveness of spontaneous attention to form

This descriptive study explores episodes of classroom interaction in which there is unplanned attention to form. Data consist of periodic recordings of learners in intensive English classes over a period of 8 weeks, as well as periodic testing of forms that emerged as a focus of attention during these episodes. Analysis of the data points to a strong connection between attention to form and subsequent use of those forms and indicates that this connection is affected by proficiency level. The study also addresses the relationship between roles of the participants in the episodes and the subsequent retention and use of the forms in focus, specifically: 1. initiator of episode: self vs. other learner vs. teacher 2. provider of new input generated during the episode: self vs. other learner vs. teacher Results suggest that the participants in episodes that focus on form all have an important role to play in promoting the establishment of form-meaning connections.