English Lessons Research Articles

DEVELOPING COMMUNICATIVE COMPETENCE OF STUDENTS AT ENGLISH LESSONS

In the article the importance of developing communicative competence of students at English lessons, as one of the backgrounds for forming an individual is considered. The recent studies of solving this issue, as one of the necessary conditions in learning a foreign language, are overviewed. In the article the notion “communicative competence” and its components are determined: grammatical competence, discourse competence, that is the ability to build sentences in discourse for the purpose of forming meaningful integrity from a set of utterances, sociolinguistic competence, which lies in understanding the right usage of language standards, that depend on a particular context and strategic competence, which determines language techniques, that are used when interlocutors have a communication gap as a result of imperfect language knowledge. These techniques include: correction, paraphrase, parable, repetition and pause. The article exercises, tasks for developing communicative competence worked out by its author. Special attention is paid to the brainstorming activities, as an example, the author gives spidergram “Teacher”. The developed approach allows to monitor communicative competence development of students and to fulfil additional methodological approaches for developing creative activities of students.

Pengaruh Penggunaan Media Smart Box terhadap Hasil Belajar Bahasa Inggris Materi “Telling Time” Siswa Kelas IV SDN Bulak Banteng 1/263 Surabaya

This research aims to determine the impact of implementing Smart Box as learning media in English lessons, specifically on the topic of Telling Time. The research design used is a One Group Pretest-Posttest, utilizing a quantitative research approach. Data analysis used the normality test, N Gain test and t test (t test) with the help of SPSS 23. The research results showed that there was an increase in student learning outcomes using Smart Box media in learning English. This is proven by the increase in the average pretest and posttest results. In the pretest, students got an average score of 51.20 and in the posttest they got a score of 82.58. The increase can also be seen from the results of hypothesis testing, namely obtained t = 14.515 and t table 2.048 showing a significant influence so that ha is accepted

THE CONTENT AND LANGUAGE INTEGRATED LEARNING (CLIL) METHODOLOGY AT ENGLISH LESSONS IN GENERAL SECONDARY EDUCATION INSTITUTIONS OF UKRAINE

Methodology of content and language integrated learning (CLIL) is a gradual replacement of cramming and sometimes unconscious repetition. The principle of integration and functional contextual mastering of a foreign language have become extremely popular in the world, and have also made it possible to determine the advantages and problems of implementing the content and language integrated learning method into the educational process in many countries of the world. The given article is devoted to the issue of using the methodology of content and language integrated learning (CLIL) at each educational level of the Ukrainian education system, its methodological tasks are considered at each structural stage. Attention is paid to the main conditions for the successful implementation of the method of content and language integrated learning (CLIL) in Ukrainian secondary education institutions. The general principles of lesson planning and a series of English language lessons in Ukrainian secondary schools are considered.

The impact of song-based english lessons in the motivation of efl students

Despite decades of research on the motivational impact of songs in English as a Foreign Language (EFL) classrooms, many educators remain unaware of their potential. This study investigates how EFL learners perceive their learning journey when incorporating song-based lessons. Songs are valuable tools for achieving personal and group language learning goals. They offer a multifaceted approach, encompassing cultural immersion, vocabulary acquisition, enhanced listening comprehension, facilitated grammar application, and the sharpening of various language skills – all presented within a rhythmic structure. Recognizing the impact of music on mood and motivation is crucial. Research in this area is essential to understand how specific songs influence motivation levels. By investigating these effects, educators can choose music that optimizes learning environments and supports students in reaching their academic objectives. Songs are powerful tools in EFL classrooms, providing an engaging approach to language learning on multiple levels. Understanding their impact on mood and motivation allows educators to leverage these benefits and enhance the overall learning experience for students.

Meningkatkan Berpikir Kritis dan Pemahaman Siswa pada Pembelajaran Bahasa Inggris Menggunakan Media Film pada Siswa Kelas VIII SMPN 12 Tasikmalaya

This research examines the problem of increasing the understanding and critical thinking abilities of students who use film media with students who use conventional learning methods. This research uses a quasi-experimental method with purposive sampling and the instruments used in this research are written tests and questionnaires. The population of this study was all students of class VIII SMPN 12 Tasikmalaya. The sample for this research was students in class VIII A. The instrument used in this research was a test of students' understanding and critical thinking abilities in the form of a questionnaire. Data analysis was carried out quantitatively. The results of the research show: 1) The increase in understanding of students who use film media is better than students who use conventional learning in English lessons in class. 2) The critical thinking of students who use film media is better than the critical thinking of students who use conventional learning in English lessons in class. Based on the research results, film media can improve students' understanding and critical thinking in English lessons. Film media can make modifications and adaptations according to the situation and conditions of the teaching and learning process.

“I Can Know More Vocabularies and Their Meanings”: EFL Students’ Perceptions on the Impact of English Translation of Islamic Verses on Incidental Vocabulary Acquisition in English Lessons about Nature

<p>There is a paucity of knowledge on the use of Islamic holy references in English on learners’ Incidental Vocabulary Acquisition (IVA). This study aimed to investigate English students’ perceptions regarding the use of English translations of Islamic verses related to nature on students’ IVA. The study involved 77 senior high school students, consisting of 48 females and 29 males, from three schools in Surabaya and Pemalang, Indonesia. A case study design was employed, incorporating quantitative and qualitative data. Closed and open-ended questionnaires were the instruments, and the data were analyzed through descriptive methods and content analysis. The integrated findings showed that students viewed the potential effectiveness of English verses from the Qur’an and Sunnah in developing their understanding of IVA, Islam, and nature. Moreover, they expressed satisfaction with this approach to learning. In conclusion, students perceive that English verses from Islamic references offer significant benefits for their IVA.</p>

Rural School Students’ Motivational Orientations in Learning English as a Foreign Language

Many empirical studies have been conducted to examine students’ motivation to learn English as a Foreign Language, given its growing power and the influence of globalization. However, school students' voices were almost missing in previous research in the Kazakhstani context, especially in rural areas. Hence, the purpose of this study was to explore motivational orientations in learning English as a foreign language in one rural school. To do so, the following research questions were formulated: 1) What are students’ motivational orientations in learning English as a foreign language? 2) What strategies are viewed as helpful in increasing their motivation? The Language 2 Motivational System proposed by Dornyei’s (2005) was applied in the research. It is built on three components: Ideal Language 2 Self; Ought 2 Self; Language 2 learning experience. The study was conducted through a qualitative approach. The data was collected via semi-structured one-on-one interviews with nine Grade 9 students. The six phases of thematic analysis developed by Braun and Clarke (2013) were used to analyze the data. The study revealed that students’ Ideal 2 Self prevails over Ought 2 Self, where family and future endeavors were found to be the most influential factors. From this study, several implications were suggested, such as conducting only English lessons, organizing school competitions, adding extra classes, and reopening private tutoring centers in the village.

Designing Communicative Competence-Based English as a Foreign Language Curriculum Development in Integrated Islamic Elementary Schools

This study investigates the implementation and design of English language curriculum development based on communicative competence in integrated Islamic primary schools. The data was taken from interviews, observation, and documentation techniques. The findings indicated that other parties, including the Olympic and competition procurement institutions, were involved in the development of the English language curriculum. English language teachers construct lesson plans under the supervision of the principal, guaranteeing fair execution. The Language Festival is a new design for developing communicative competence at the elementary school level through mentoring subject teachers as well as support from the school and parents. It is designed to demonstrate the richness and diversity of language and instruct and enlighten individuals interested in languages and cultures about the languages spoken worldwide. This kind of external institution involvement is important to increase students' enthusiasm in primary school. The challenges include adapting face-to-face and remote curriculums, internet networks, and school manual content. They are solved by maintaining qualifying time allotments, partnering with language experts, leveraging asynchronous media, updating handbooks, and training for teachers.

Gamification in English Lessons at Primary School: Effectiveness and Application Possibilities

Gamification in English Lessons at Primary School: Effectiveness and Application Possibilities

Implementation of Differentiated Learning in English Lesson Using Independent Curriculum at MAN Surabaya

This study explores differentiated learning in English classes at MAN Surabaya within the Independent Curriculum framework. Differentiated learning adapts teaching strategies, content, and assessments to meet students' varying needs, readiness levels, interests, and learning profiles. The research identifies strategies used by the teacher, student preferences, and implementation challenges. Using qualitative methods such as observations, interviews, and document analysis, the study finds that the teacher employs flexible grouping, tiered assignments, and individualized instruction to cater to diverse student needs. Students favor activities aligned with their interests and readiness, finding them more engaging and effective. However, challenges include limited resources, time constraints, and the need for ongoing professional development. The study concludes that differentiated learning can improve student engagement and achievement but requires significant support for the teacher, including resources, time for planning, and continuous professional development. These findings highlight the importance of educational policymakers and school administrators providing necessary support and resources to enable effective differentiated learning implementation in classrooms.

The Benefits of Gamification in English Language Teaching and Learning

Gamification in English language learning comprises of game mechanics which involve points, badges, leader boards and rewards. It is one of the approaches that has been used by the educators to change the pace of lesson in learning English. This approach has been used in the class because of the benefits that it can offer in English language learning. This paper focuses on the use of gamification in English language teaching (ELT) and learning by looking at the advantages it has brought to language skills. Gamification can be used in the teaching of the different skills in English and in terms of its benefits to English language learning, gamification makes learning more effective by making grammar learning more pleasurable, vocabulary memorisation more successful, communication and cooperation easier to be practiced and others. It is hoped that this paper will add to the literature on the applications of gamification in ELT and lead to the betterment of ELT in second language setting particularly in Malaysia.

Questioning Practices in Indonesian English Language Classrooms: An Analysis of Question Types and Student Engagement

This study examines the question types used by Indonesian English language teachers in high school classrooms and their impact on student engagement. The data were derived from two YouTube videos showcasing English language teaching in real classroom contexts. The questions posed by the teachers during the English language lessons were coded according to two criteria: convergent and divergent questions. Student engagement is measured by the number of responses to the teachers’ questions. The results reveal that the predominant type of questions used by the teachers during the lessons were convergent questions, which seek specific information or recall from students, while divergent questions, which encourage open-ended and varied responses, were used much less frequently. Furthermore, student engagement remained limited across both question types, with only a few students participating in responding. These findings highlight the prevalence of a traditional instructional approach characterized by convergent questions. The article concludes with some suggestions for utilizing alternative instructional interventions that can promote more interactive questioning practices and potentially enhance student engagement during English language instruction.

초등학생의 영어 및 수학에 대한 학습 태도와 동기의 비교 연구

This study aims to compare primary school students' attitudes and motivationtowards English and Mathematics and identify potential reasons for differences in motivationand attitudes that may have emerged. The study uses a quantitative method approach, withquestionnaires used to develop a holistic understanding of the research questions. Participantswere primary school students from schools in HongKong. The results of the study are as follows First, gender does not explain a significant amount of variance in subject preference. Second, students' enjoyment of English lessons was not a significant predictor of their Englishperformance. Third, Students' enjoyment of English lessons was not a significant predictor oftheir confidence in their ability to perform well in Mathematics. Theoretical frameworksrelated to motivational theories, self-determination, and goal orientations are discussed. Thepaper concludes with recommendations for future research and implications for fosteringpositive learning attitudes.

An Analysis of Speech Acts in English Lesson in Madrasah Aliyah Al Irsyad Tengaran

This study aims to investigate the speech act used by the teacher and students in an English lesson in Grade X of MA Al Irsyad Tengaran. It is designed as a qualitative research. The data were gathered by observing the class and recording the lesson, and then the data was analyzed to get the result. The result indicates that the directive speech act is the most frequently used in teaching and learning. It can be seen from the data that directive speech is the highest, i.e., 145 utterances or 49,5%, followed by representatives with 103 utterances or 35,2%. Commissives with 27 utterances or equal with 9,2%, and the last one is expressive with 18 utterances or 6,1% from the total of approximately 293 utterances. The dominance of directive speech acts in English learning shows that the teacher plays a vital role in directing and managing class activities. Clear and firm instructions from teachers help create a structured and controlled learning environment, allowing students to follow directions well and understand assigned tasks.

The English lesson plan on the topic “The destroying lies of fast fashion: the price we pay”

The English lesson plan on the topic “The destroying lies of fast fashion: the price we pay”

An Analysis On Student’s Difficulties In Writing Descriptive Text At Eight Grade In Upt Smpn Manarai No 18 Kepulauan Selayar

The study aimed to find out the students' difficulties in writing descriptive text and to find out the factors that cause students' difficulties in writing descriptive text at eight grade in UPT SMPN Manarai No 18 Kepulauan Selayar. In this study used descriptive qualitative method. The population of this study was eighth grade students. The research sample was VIIIB class students with a sample of 10 students. It was chosen by using purposive sampling technique. The instruments used by the researcher in this study were written texts and interviews with student.The results of this study are related to the students difficulties in writing descriptive text based on the aspect of writing and factors causing the difficulty of students in writing. This study indicated that almost all students have difficulty in aspects writing. In the aspect of content, students get an average score of 2.9 it was can classified as very poor. In the aspect of organization, students get an average score of 2.2 it was can classified as very poor. In the aspect of grammar, students get an average score of 1.3 it was can classified as very poor. In the aspect of vocabulary, students get an average value of 1.7 it was can categorized as very poor. Some of these difficulties are caused by several factors, namely, students did not like English lessons, lack of mastery of students vocabulary, lack of students motivation to learn, unattractive learning media, and lack of attention from parents in terms of student education.

PKM IMPLEMENTASI DIGITAL LITERACY DALAM PEMBELAJARAN BAHASA INGGRIS PADA SISWA SMK DI KABUPATEN SEMARANG

The Implementation of Digital Literacy in English Language Learning for Students of SMK Muhammadiyah Ungaran Semarang Regency is carried out to increase students' interest in learning, especially in English lessons by applying digital literacy, especially Kahoot. The background of this activity is to overcome some problems in English learning, for example: lack of references and students' low interest in learning English. Learning methods that are less developed and carried out rigidly can cause boredom for students. Generating interest in learning English is one of the tasks and challenges for English teachers. The implementation of the activity begins with socialization to the students of Universitas Ngudi Waluyo who are involved in this activity, followed by coordination with the target school regarding the implementation schedule. It ends with reporting the results of activities after the implementation of the program is complete. This program provides benefits not only for the students but also for the teachers at SMK Muhammadiyah Ungaran. The English teachers get new insight for teaching method by using digital application. This method is proven interested for the students and help them to understand English more easily Keywords: Digital Literacy, English language learning

Developing Students' Communication Skills in English Lessons

In modern society, there is a tendency to create a single global economic space, which entails an increase in the interconnections between people from different countries. This suggests that intercultural communication is reaching a completely new level, in which representatives of different countries are increasingly interacting with each other more closely.

TEACHER’S CODE-MIXING IN AN ENGLISH CLASSROOM AT A PRIVATE VOCATIONAL SCHOOL

This study aims to analyse the type of code-mixing that occurs by English teachers when teaching English lessons, and find out the reasons for the use of code-mixing. This research uses descriptive qualitative research. The object of this research is one English teacher in Private Vocational School in Bogor. The process of collecting the data, the researcher recorded the teacher's voice audio when teaching in class and also when conducting interviews. The data analysis technique used Muysken's theory. In this study, it was found that there were three types of code mix used by the teacher when teaching, namely the type of insertion, alternation, and lexical congruence. The use of insertion type is about 55%, then alternation 44%, and lexical congruent 1%, from 158 total utterances obtained. The results found in this study are that teachers more often use code-mixing insertion type when teaching English. Then three reasons for the use of code-mixing by the teacher, namely because of the background of a major school, for students' understanding of the material, and the existence of limited student understanding in English.

SECOND-LANGUAGE ACQUISITION AND ERROR ANALYSIS

English has a critical role in creating connection between people from all over the world in a variety of industries. That is why many people in developing countries acquire English as a second language and Azerbaijan is one of them. Many people learn English by taking different English language courses. Speaking one of the challenging skills among language abilities. Students tend to make some errors when they speak in a second language. This paper explains what second language acquisition is and how to do error-analysis. Later the paper analyses the most typical English errors by upper-intermediate level Azeri ESL learners in speaking. The main aim the current research is to identify the most typical speaking errors of Azerbaijani university students who are taking General English lessons at a language centre in Baku, Azerbaijan. The main resources of the data consist of recordings of students when having daily conversation in English with teachers and feedback by teachers for their speech. All feedback by teachers is analysed and typical errors are found out by the researcher. In total, twenty-five students and eight teachers attended in the research. Ninety-six recordings were provided with feedback by teachers and ninety-six feedback samples for students were analysed by the researcher. Three research questions are asked and the researcher analysed three types of errors including grammar, lexical and pronunciation, also their specific error patterns. All results including frequency of above-mentioned errors are shown in tables and figures. This part of the study can serve as an example for large-scale studies on analysing typical errors and benefit students and also teaching English programs. Teachers can use these findings as a resource to teach their students and help them to avoid typical errors while speaking. Keywords: second language, error analysis, common mistakes, language acquisition, speaking.