English Lessons Research Articles

Psychological Barriers of Students in Listening to English Lessons in Online Learning Process

The aim of this study is to find out what are the psychological barriers faced by students of SMP Negeri 8 Palopo when listening to English lessons in the online learning process. Qualitative design with analytical description was the method used by the researcher. The population was the third-grade students at SMP Negeri 8 Palopo in academic year 2022/2023. This research used simple random sampling technique. In this case, the researcher chose two classes to distribute the questionnaire and eight people were selected from the questionnaire results to be interviewed. Instrument of this research was questionnaire and interview. The results of data analysis shows that students' psychological barriers when listening to English lessons in the online learning process are; students' perspective on English lessons, students feel anxious, less-interest in English, lack of concentration and lack of vocabulary and conversation skills. The research results that trigger the presence of psychological barriers to learning are learning methods and local support.Keywords— Psychological Barriers, Students, Listening to English Lessons

Psychological Barriers of Students in Listening to English Lessons in Online Learning Process

The aim of this study is to find out what are the psychological barriers faced by students of SMP Negeri 8 Palopo when listening to English lessons in the online learning process. Qualitative design with analytical description was the method used by the researcher. The population was the third-grade students at SMP Negeri 8 Palopo in academic year 2022/2023. This research used simple random sampling technique. In this case, the researcher chose two classes to distribute the questionnaire and eight people were selected from the questionnaire results to be interviewed. Instrument of this research were a questionnaire and an interview. The results of data analysis shows that students' psychological barriers when listening to English lessons in the online learning process are; students' perspective on English lessons, students feel anxious, less-interest in English, lack of concentration and lack of vocabulary and conversation skills. The research results that trigger the presence of psychological barriers to learning are learning methods and local support.Keywords— Psychological Barriers, Students, Listening to English Lessons

Differentiated Approach in Organizing Independent Work of Students at English Lessons

The topic of differentiated instruction has continued to be a hot topic over the past 50 years, and will continue to be so as long as the classroom-lesson system of education exists. Differentiation can be defined as learning that takes place in groups of students, formed on the basis of any peculiarities, while taking into account the individual characteristics of students. In such groups, learning takes place according to several different curricula and programs. Authors describe main variants of realization of independent work with the help of differentiated approach and present the experience of implementing one of the options in teaching English language.

Students Perception of Using Google Translate in Learning English

The purpose of this study is to determine students' perceptions of the use of Google Translate in English learning, in terms of absorption, understanding, and evaluation. This study used quantitative methods with descriptive design analysis. The average score is used to answer the research question. The instrument used in this study was a questionnaire. Responded to this study were grade 7 students in one of the junior high schools in Airmadidi North Minahasa totaling 173 students. The results of the analysis showed that students agreed that absorption factors influenced students' perceptions of the use of Google Translate in learning English. Students agree that comprehension factors influence students' perceptions of using Google Translate in English language learning. Students strongly agree that evaluation factors influence students' perceptions of the use of Google Translate in English language learning. So, it can be concluded that students' perception of the use of Google Translate is positive judging from the factors that affect the use of Google Translate. However, students should use Google Translate as a useful additional tool to understand English Lessons better

An Analysis of Students’ Learning Needs for the Seventh Grade Students at MTs. Barana

This research aims to identify the needs of students at Madrasah Tsanawiyah (MTs.) Barana. This research used a qualitative descriptive research design with 10 seventh-grade students as the subjects in this research. In collecting the data, the research instruments in this research were interview guides. The interview was conducted with a student to find out their needs for English lessons. The researcher found that the needs of MTs. Barana students related to English lessons were the need for images in the textbook, vocabulary list to assist students knowing the meaning, more emphasis on pairs learning and learning should more focus on how to read and pronounce the words in English. Additionally, the students also revealed their needs for English lessons. First, the students’ necessities are English as a subject at school thus they need it to pass the exam, go abroad, and achieve their dreams as well as they want to learn English because never learned it in Elementary school. The second, is students’ lack or difficulty, they are difficult to find the meaning, read the passage and pronounce the word in the textbook. The third, students’ wants are images to assist them in guessing the meaning. The fourth, student skills needed are vocabulary, reading and pronunciation. The last, student learning styles are listening or auditory learning and they prefer to learn in pairs compared with individually as well as in groups.

An Analysis of the Students’ Speaking Ability Through Storytelling at the Eighth Grade of UPTD SMP Negeri 3 Gunungsitoli in 2021/2022

In the Syllabus for class VIII UPTD SMP Negeri 3 Gunungsitoli, the MCC, especially for class VIII, is 70, which students must achieve in order to be successful in English lessons. The aims of this research are 1) To analyze students' speaking abilities through storytelling and 2) To analyze the factors that influence students' speaking abilities through storytelling. Therefore, this research was conducted to find out the answer. Furthermore, the research informants were 15 students in class VIII-A UPTD SMP Negeri 3 Gunungsitoli. After analyzing student tests and interviews, the researchers concluded that class VIII-A students at UPTD SMP Negeri 3 Gunungsitoli had level 3+ (good level) with the highest percentage of ability (89.6%) in this field. speak through telling personal experiences. The percentage levels are followed by level 3 (36.6%), level 4 (36.6) and level 2+ (12.6). Apart from that, research findings also reveal that factors that influence students' ability to speak through personal experience of telling stories are the frequency of practice and repetition of topics, the type of speaking material and teaching and learning methods/approaches. Finally, the researcher wrote several suggestions: For English teachers, it is important to improve the way they teach English, especially in conveying speaking material to students. The frequency of practice must be increased, various topics such as storytelling, especially about personal experiences, the use of English needs to be given to students in every material studied so that they can train students' self-confidence, students' obstacles in speaking practice can be overcome one by one. As future researchers, it is hoped that they will be able to conduct better research on this research topic in the future.

Book Review on Using Technology to Design ESL/EFL Microlearning Activities

This book is meant to be a useful tool for language instructors. Thus, it aims to do two things: explain microlearning as a quickly developing phenomenon in ESL/EFL teaching and learning; and offer strategies, tools, and best practices for incorporating microlearning in English lessons, such as exercises that teachers can adapt to their contexts based on the needs and interests of their students and their level of language proficiency. KEYWORDS: technology, microlearning,esl,efl.

Development of mathematical competence as a key competence in English language teaching

The relevance of the study is conditioned to the need to explore new effective methods of implementing competence-oriented education while teaching English and forming key competences as a basis for learners’ comprehensive development and successful integration into a fast-moving cross-cultural society. The purpose of the study was to substantiate the category “mathematical competence in English language teaching learning” and analyse the survey of English language teachers to determine its understanding among teachers of secondary educational institutions. General scientific and empirical methods, deduction, comprehensive analysis, and comparison facilitated achieving the set goals. Hence, this paper presents the research on implementing the competence-oriented strategy stated by the Law of Ukraine on Education in general and the features of developing mathematical competence in English language teaching/learning as a key one. The modern view on understanding the concept in scientific discourse was analysed, including considering mathematical competence as a subject-specific, key, and super-competence. Assuming that communication is one of the methods and ways of teaching the English language, the authors’ vision of its definition regarding its development in the language learning was suggested. In addition, the survey of English language teachers was conducted and analysed and contradictions and problems in its comprehension and implementation among teachers were revealed: understanding the need to develop mathematical competence as a key one in teaching English; and the lack of methods and didactic materials for practical use at the English language lessons at secondary educational institutions. Furthermore, outlined prospects for future research in developing methods and efficient didactic materials for developing the mentioned competence and conducting an experiment to prove their effectiveness. These didactic materials also should comprise the psychological, linguistic, and lingua-didactic aspects, previously substantiated by the author of this paper, for developing mathematical competence as a key one in the process of teaching the English language

Challenges in Teaching Literature in an EFL Context (A Case Study of Indonesian Students)

The significance of literature in language learning has grown considerably. This is particularly true in the context of English as a Foreign Language (EFL), where it is recognized as a valuable tool for enhancing English skills. Nonetheless, the focus on teaching English literature for its intrinsic value rather than solely as a means for language acquisition is limited, especially in Indonesia. Therefore, the purpose of this study is to explore the teaching of English literature to EFL students in Indonesian high schools. Specifically, the study aims to investigate the criteria employed by English literature teachers in selecting literary works, identify challenges faced by teachers when instructing EFL students in English literature, and examine the strategies they employ to overcome these challenges. The research entails a case study involving a teacher instructing two distinct English lessons at a senior high school in Indonesia. The findings reveal the following: Firstly, the primary considerations for selecting literary texts include factors such as length, language complexity, canonical status, and the author's cultural background. Secondly, challenges encountered encompass reading habits, English proficiency, and the availability of resources. Consequently, this research underscores the potential for further exploration within the realm of teaching English literature to EFL students in Indonesia, with the pursuit of effective instructional models being a noteworthy avenue for future investigation.

The Effects of Digital Educational Games on Secondary School Students’ Attitudes Towards Elective English Class and on Increasing Their English Listening Skills and Vocabulary

The purpose of this study was to investigate the impact of digital educational games on secondary school students' attitudes towards elective English lessons, as well as the influence of digital educational games on the development of EFL listening skills and vocabulary learning. The study group included 40 students in two classes of 6th grade elective English course from a secondary school in Samsun province of Türkiye during the academic year 2022-2023. A quasi-experimental model with a pretest-posttest control group was used in the study. A total of six weeks, namely two hours of instruction each week, made up the trial period. Digital instructional games meeting certain criteria set by the study were used to teach the experimental group. In the control group, no digital educational games were employed, and the same teaching strategies as before the experiment were used. An academic achievement exam covering vocabulary and listening and the "Middle School English Course attitude scale" were utilized as data gathering tools. The study revealed that digital educational games had a favourable impact on secondary school students' views about the elective English class. Additionally, it was noted that the pupils in the experimental group improved their vocabulary and listening skills more than those in the control group. In conclusion, considering the positive outcomes of using digital educational games in both foreign languages and other disciplines, we can say that their integration into education will have positive effects on academic achievement and may positively affect students' attitudes towards that course by providing them with a fun learning environment. This makes the case for the potential use of digital educational games as a tool for learning-reinforcing activities in elective English and other elective classes.

The use of multimedia technologies in english lessons

In recent years, the question of using new multimedia technologies in education has been raised more and more often. These are not only new technical means, but also new forms and methods of teaching, a new approach to the learning process. The main goal of teaching foreign languages is the formation and development of the communicative culture of students, training in practical mastery of a foreign language.

Types of activities for english lessons of higher medical institutes

In order to develop medical students ’ foreign language knowledge a teacher should conduct lessons using the materials which include four aspects of the language: reading, listening, speaking and writing. This article deals with several ways of holding such kind of lessons.

PENGEMBANGAN MULTIMEDIA PEMBELAJARAN BAHASA INGGRIS UNTUK SISWA KELAS X MENGENAI TEKS NEWS ITEM

This article is based on the development research that aims to develop multimedia of learning English which is attractive and effective for grade X Students about news item text. The development of the multimedia for learning English uses Lee and Owens model. The procedure of developing the multimedia covers four steps. They are: 1) need analysis and assessment, 2) designing multimedia learning, 3) developing and implementing the multimedia, and 4) evaluating the multimedia. The data of this research are compiled any sources i.e. validation result of leaning design expert, subject matter expert and learning media expert. It is also from students as treatment subjects and English lesson teacher. The treatment subjects are 39 students consisting of 3 students for personal treatment, 5 students for small group treatment and 31 students for field treatment. The results of the research show that: 1) developing the Macromedia Flash based multimedia of English learning for Class X was assessed by validators as learning media which is in good category and it is suitable to use. 2) the treatment subjects, students and English teacher gave response and conclusion that the multimedia is attractive for learning English, shown from the result of personal treatment subjects’ questionnaire of 88.7%, the result of small group treatment subjects’ questionnaire of 64.4% and the result of field treatment subjects’ questionnaire of 84.2%, therefore, the average of total treatment subjects’ questionnaire is 79.7%, then 3) this multimedia can be used effectively to achieve learning competencies, proven by the result of increasing score gained by the students in pre-test and post-test which is 72.03%. Keyword: development research, multimedia of learning English, news item text

A STUDY ON LINGUISTIC ETHNOGRAPHY OF TEACHING-LEARNING ENGLISH IN ELT CLASSES: THE CASE OF HINDE JUNIOR SCHOOL

The study intended to explore the linguistic ethnography of teaching and learning English in English language teaching classes. An ethnographic case study design was employed on three English teachers. The school and teachers were selected purposively. Both observation and interview questions were given to language experts to ensure the validity and reliability of the tools. Teachers were observed and interviewed, and notes were taken. Following, data was collected, coded, categorized, and analyzed thematically. The Cultural Activity Theory (CHAT) model was used, and intervention was made. The result of the study revealed that English lesson provision in Hinde Junior School was dominated by traditional teaching. In contrast, communicative and participatory teaching was left out because of the absence of eclectic teaching methods, large class sizes, and a shortage of English textbooks. However, intervention was provided. Teachers were provided with training and support for their students to increase their use of effective and varied teaching methods. As a result, changes were seen, and teachers could use eclectic and participatory teaching methods. Besides, extra books were borrowed from the neighboring schools and provided to students. For large class size-related problems, a discussion was held with the school, and these problems were solved with the community and other concerned bodies. Therefore, teachers’ training on the application of eclectic teaching methods and student support should be provided, whereas books should be borrowed from other schools. Schools, community, and other concerned bodies should work collaboratively to overcome problems related to large class sizes.

Forming correct speaking skills in primary class english language lessons with the help of poems and rhymes

This article considers to the introduction of a foreign language in elementary school. It also points out one of the most important problems in the teaching methodology using rhyme and poems in class. Rhymed material influences on a better development of pronunciation skills. The main objective of foreign language teaching in primary schools is to develop pupils' ability to communicate in the target language. Experience shows that the motivation of learning foreign language of elementary school pupils at the beginning of the school course is quite high, and pupils, in spite of the rapidfatigue, ready to pronounce a lot of time every sound. Comfortable n-aj' of remembering articulation and auditory sound contributes to review the use of game material (rhymes, patters and others).

Обучение школьников созданию развернутого письменного высказывания с элементами рассуждения на основе таблицы/диаграммы (на материале английского языка)

The study aims to identify the specifics of teaching school students how to create extended written statements with elements of reasoning using a table/diagram in English (foreign language) lessons. The paper clarifies the requirements for teaching written speech to students at the secondary general education level taking into account innovations in the written part of the Unified State Examination; reveals the essence of extended written statements with elements of reasoning as a genre of written speech; presents the methodological recommendations for teaching school children the implementation of this task. The scientific novelty of the study lies in developing a methodology for training students on how to create extended written statements in English with elements of reasoning using a table/diagram for secondary school teachers. As a result, an algorithm of task execution for students has been created, which allows them to compose an extended written statement with elements of reasoning using a table/diagram in accordance with the requirements and criteria set.

Psychological Functions of Socio-Cultural Competence

The aim of our research is to show psychological functions of socio-cultural competence; to present cultural context, which influences the development of socio-cultural competence of students. Methods of the research. The following theoretical methods of the research were used to solve the tasks formulated in the article: a categorical method, structural and functional methods, the methods of the analysis, systematization, modeling, generalization. The experimental method was the method of organizing empirical research. The results of the research. We proposed socio-cultural approach in the process of education at high school at the English lessons. We proved that the main function of socio-cultural competence is a cultural function, which has the aim to create cross-cultural competence of the student almost at the same level as a native speaker. The main cultural function is a mean of building up a cultural-historical theme, and the native culture is not ignored. So, there is a parallel study of the cultural manifestations of native people and the people whose language is being studied. It was proved that the ways of developing of sociocultural competence to learning a foreign language has the aim to integrate language education interdisciplinary with the purpose to enrich bilingual competence of the student in order to fulfill the role of a subject of multi-cultural dialogues and to gain a role of a cultural mediator in the process of intercultural communication. Conclusions. We’ve shown, that from the standpoint of Sociocultural Approach, socio-cultural competence is understood by us as the functionally determined communicative interaction of people who are the representatives of different cultural communities and belong to different geopolitical, continental, religious, regional, national, ethnic groups, as well as social subcultures. It was shown, that partners of communication, of course, can differ from each other in value-oriented worldview, lifestyle, models of speech and non-verbal process of communication. For productive multi-cultural communication, a personality with a high level of socio-cultural competence must be a mediator of cultures, by which we understand a student who has knowledge about the peculiarities of different cultures and the peculiarities of their interaction. Socio-cultural competence allows a person to go beyond the background of his/her native culture and acquire the qualities of a mediator of cultures, without losing his/her personal cultural identity.

Students’ Perception on Utilizing Kahoot! as a Game-Based Student Response System for EFL Students

The utilization of mobile devices has significantly enhanced the EFL learning process. To accomplish so, student response systems (SRS) are often utilized in large classroom to gather students’ responses immediately through wireless networking and facilitate the management and monitoring of learner engagement and comprehension. The objective of the current study is to investigate the perceptions of junior school EFL students regarding the utilization of Kahoot! as a Game-Based Student Response System (SRS). Sixty seven high school students attended an English lesson accompanied by Kahoot, an online game-based Student Response System. The researchers conducted interviews to investigate students' perceptions of the expectation, advantages, and disadvantages of utilizing Kahoot!. Furthermore, classroom observations were conducted to get more comprehensive information. The result showed that the participants experienced advantages of utilizing Kahoot, such as the materials are easier to understand, the activities are engaging to do, and the students’ motivation get increased. However, lack of device support, unstable internet connectivity, and focus distraction have become major challenges. It is implied that Kahoot! is recommended as a gamification to teach EFL students.

Assessing the Impact of the Project-Based Learning Approach on Students’ Academic Achievement and Attitudes toward English Lesson

This action research investigates the impact of Project-Based Learning (PBL) on students’ academic achievement and attitudes toward English lessons in grade twelve classrooms. PBL, characterized by inquiry-based projects, aims to cultivate higher-order thinking skills and enhance student engagement. The study compares the academic performance and attitudes of students exposed to PBL with those in traditional English learning settings. Data collection includes pre-and post-implementation assessments and surveys to gauge changes in achievement and attitudes. Findings suggest that PBL positively influences academic achievement and fosters favorable attitudes toward English lessons.

ПРОДУКТИВНЫЕ ВИДЫ РЕЧЕВОЙ ДЕЯТЕЛЬНОСТИ НА УРОКАХ АНГЛИЙСКОГО ЯЗЫКА

Productive Types of Speech Activity at the English Lessons Summary For many centuries, reading as a productive type of speech activity has been one of the most important means of cognition. Reading in the history of mankind arose later than oral speech and on its basis. It has become an autonomous means of communication and knowledge. Complex integrated reading comprehension skill involves active mental activity of a person, including imagination, emotions, existing experienced knowledge. The active role of the reader with his unique individuality contributes to the reconstruction of the meaning of the content of what is being read, determines personal interpretation. Key words: motivation, systematic control, interactive approach, communicative situation, productive