English Teaching Process Research Articles

THE EFFECTIVENESS OF CHUNKING STRATEGY IN DEVELOPING STUDENT'S ABILITY IN STORY RETELLING

Abstract: This research aims at finding out whether or not the use of chunking strategy is effective in developing students’ ability of story retelling to the tenth-grade students at MAN 01 Pekalongan. Quasi experimental research was applied as the method with two groups : experimental and control group. The total subject of this research was 52 students which were taken from two classes of X IPS 1 as a control group and X AGAMA 2 as an experimental group. Face and content validity were done by asking the English teacher and advisor to be expert judgements to validate the instrument by using a rubric appearance of test for face validity and its conformity by curriculum as a content validity. Inter-rater reliability in giving scores to the students’ was done to measure the reliability of the test. This research used SPSS in analysing the data of speaking test through several activities. They were pre-test before treatments, and post-test after treatments. The result of the research shows the significant difference in the story retelling ability between tenth grade students who were taught by using chunking strategy and those were not taught by using it. It can be seen in the result of mean score in the post-test of experimental class which is 89 and control class which is 83 and as a result Sig. (2-tailed) is 0.044 0.050. Therefore, the null hyothesis of this study is rejected. It means that the use of chunking strategy had significantly improved the tenth-grade students story retelling ability in English teaching and learning process of the experimental class at MAN 01 Pekalongan in the academic year 2019/2020. Keywords: chunking, teaching speaking strategy, story retelling

SPEECH ACTS IN TEACHING AND LEARNING PROCESS OF ENGLISH AT LP3I CILEGON

The aim of this research was to find out the kinds, forms, and taxonomies of speech acts occurred in the English teaching and learning process at LP3I Cilegon. This research was qualitative research with content analysis design. The data of this research were the English utterances performed by the English lecturer and students of LP3I Cilegon. The data were classified according to Austin theory of speech acts which was developed by Kreidler. The results showed that there were two kinds of speech acts occurred, illocutionary and perlocutionary acts with the total of 1120 utterances. There were two forms of speech acts,namely direct speech and indirect speech acts. There were seven taxonomies of speech acts,i.e illocutionary assertive utterance (31%), illocutionary performative utterance (0,75%),illocutionary verdictive utterance (8%), illocutionary expressive utterance (1,25%),illocutionary directive utterance (36%), perlocutionary directive utterance (3%),illocutionary commisive utterance (7,5%) and illocutionary phatic utterance (12,5%). The most dominant speech acts used was direct illocutionary directive utterance while the fewest was indirect illocutionary performative utterance. In conclusion, the used of directive speech acts made implication towards the improvement of the students’ communicative skills because many lecturer’s instructions increased the students to more active speaking and critical thinking

Integrating CALL Into English Language Learning: Bangladeshi College Students’ Perceptions

This study aims to explore Bangladeshi college students’ attitude, perception, interests and challenges with regard to the application of Computer Assisted Language Learning (CALL) in learning English. A mixed method research was designed and administered to obtain the purposes of the present study. One hundred undergraduate students (52 male and 48 female) of English Department studying at a government college in Bangladesh participated in the questionnaire survey while twenty students (11 male and 09 female) were purposively chosen for the semi-structured interview section. The collected data of quantitative part were analysed by SPSS software and the responses of the qualitative part were thematically analysed. The findings revealed that students showed positive attitude towards the integration of CALL in English language learning and teaching process. Nonetheless, the Chi-square value revealed that there is no significant relationship between gender variation and the attitude to CALL. The results also revealed that students face some difficulties in using computer and other relevant technological equipment for English Language learning. The results provide concepts and suggestions to the future researchers for further investigations in relation to CALL for the benefits of learners and learning.

Learning english based on education environment

The focus of the problem statement of this article is whether the educational environment can develop English vocabulary? This study aims to find out that the education environment can develop students’ vocabulary. The significance of this study is expected to give useful information on English teaching and learning process, especially in learning English vocabulary based on the education environment. In this case, the researcher used experimental as a research method, and She used random sampling technique in choosing the sample. Vocabulary test as a research instrument, it consists of 20 items, then pretest and posttest were used to collected data, statistic analysis as a technique of data analysis. Based on the result of the data analysis and the discussion of the result in the previous chapter, the writer would like to put forward conclusion that the school environment is a good medium in the teaching-learning process especially to develop students’ vocabulary

КОЛОКАЦІЯ ЯК МІНІМАЛЬНА ОДИНИЦЯ ПОБУДОВИ СЛОВНИКОВОГО ЗАПАСУ В ПРОЦЕСІ ВИВЧЕННЯ АНГЛІЙСЬКОЇ МОВИ

This paper presents an academic research primarily focuses on defining collocation as a minimal unit in vocabulary acquisition building, on its importance for English Learners during English Learning Process and finally on its main role in practical usage of the English language. The main objectives were realized through various materials exploration of general English vocabulary acquisition building in Canadian English (CE), American English (AE), and British English (BE). The research area was original Canadian, American, and British informational sources with special emphasis on different scholars’ ideas as forEnglish spoken language and vocabulary load in written texts. The research highlighted the significance of collocations through their necessary and completely right usage in English Teaching and Learning Processes. The investigation made it possible to specify the definition of ’collocation’ and provide background information about collocations by gathering and analyzing Contemporary Linguistics scientists’ works and expressed their opinions. General scientific methods include deduction and induction, observation and generalization. Major linguistic methods employed in this paper are the structural (adefinitive and distributional analysis) and contrastive (based on three variants of English) ones. The methodology used for this academic research is simple being profound and scientifically approved. The notion of ’collocation’ refers to the frequent co-occurrence and mutual expectation of some words which appear more often than by chance. In this sense, collocation can be called ’a restricted combination’, which exists between a free combination and anidiom and has semantic transparency. The study of collocations was scanned through modern international researchers of CE / AE / BE. On having specified the definition of collocation and then shown the importance of collocations usage, we could finally provide some recommendations for the teaching and learning processes of collocations in order to improve and refresh modern English studies for students of linguistics / philology departments. These recommendations are as follows: teach / learn English via modern CE / AE / BE sources; emphasize on collocations structure and meaning during English Teaching and Learning vocabulary; pay a special attention to difference in similar collocations among various variants of English (for instance, as presented for CE / AE / BE in this paper);give preference to teaching / learning materials in native English; encourage students to read and listen to genuine CE / AE / BE written by native speakers; make use of online dictionaries, free corpora, and the Internet rich materials on a regular basis. Nowadays, there are many excellent dictionaries of CE / AE / BE collocations which are free and easy to be accessible. The prospects for further study may cover building of a digital dictionary of most frequent collocations in Canadian English, American English, and British English.

The effectiveness of HOTS English module in English teaching and learning

Today’s curriculum is focused on Higher Order Thinking Skills to improve the quality of learning and the graduates. So that, today the teaching and learning materials and activities for the students are recommended to be implemented. This study is aimed to know the effectiveness of HOTS English module in the English teaching and learning process in MTs Al Falaah Pandak. This is a quasi-experimental study which is implemented pre-test and post-test group design. To collect the data, the researcher used test as the instrument. The data then analyzed used t-test. The result of the study shows that HOTS English module is effective in improving the seventh-grade students’ achievement in learning English in MTs Al Falaah Pandak. The result of two tailed t-test from the data analysis is 0.000. It is smaller than 0.05 which means that Ho is denied. So, it can be concluded that there is significance of the students’ achievement before and after applying HOTS English module in learning English.

Improving Students’ L2 Writing through Teacher’s Written Corrective Feedback

This qualitative study aims to improve students’ writing skill through teacher’s written corrective feedback based on 12 students’ writing at one of vocational schools in Kendari. It is expected that the students’ writing skill can be improved, and the students can participate actively in the English teaching and learning process. The instrument used in this study is documentation of students’ writing from the first draft until the third draft. To analyze the data, the researcher uses Creswell’s frame in 2009, such as: the data, displaying the data and concluding the data. The result of the study reveals that most of students improve their writing skill after being given teacher’s written corrective feedback and in the third draft, they make less mistake than the first draft. This study implies that, the use of teacher’s written corrective feedback in writing activity should be encouraged to improve the students’ writing ability.Keywords: Feedback; Qualitative; Teacher; Writing.

EFFECTS OF DICTOGLOSS ON NON-ENGLISH MAJORED UNDERGRADUATES’ LISTENING COMPREHENSION

Listening has long been considered a hard-to-deal skill for both ESL teachers and learners. Although there are abundant studies on this field aiming to diversify in-class listening activities and make them more efficient for learners, the demand for one which manages to provide or reinforce necessary linguistic knowledge for students is still high. This action research was conducted with 40 pre-intermediate non-English majored students through three qualitative methods including focus group interview, teacher’s diary and artifacts to examine the effects of dictogloss on listening comprehension in English teaching and learning process and to explore the learners’ attitudes towards this practice. Findings of the study were that dictogloss helped to improve the learners’ listening comprehension through activating and raising their awareness of linguistic knowledge and providing them a clear context for listening, which also made them more interested in the activity.

Apoyo metodológico musical de las lecciones de inglés como tecnología pedagógica

Este artículo describe la viabilidad y eficacia del apoyo musical en el proceso de enseñanza del idioma inglés introduciendo nuevas tecnologías Basado en la experiencia personal de 10 años enseñando inglés con canciones que crean un medio de inmersión en la atmósfera del idioma. El papel de las canciones (como uno de los tipos de comunicación oral) mejora de manera significativa la asimilación y expansión del vocabulario de los estudiantes, en el desarrollo del sentido del lenguaje y el conocimiento de sus características estilísticas. Para el estudio se ha considerado un grupo de 70 estudiantes de pre grado Esta tecnología pedagógica ayuda a aprender el idioma inglés y desarrolla un interés en la cultura de los estudiantes que amplían sus fronteras de negocios en el comercio internacional. También desarrolla la sensibilidad de los estudiantes en la pronunciación, el ritmo y la emotividad del idioma inglés, ayuda a reconocer el inglés de oído, amplía el vocabulario, motiva a aprender el idioma y desarrolla el gusto estético.

Aprendizaje colaborativo para la motivación del aprendizaje de inglés

El objetivo de la investigación se basó en determinar la relación entre el Aprendizaje colaborativo y su estimulación a la motivación del uso del inglés de Educación General Básica y Bachillerato de la ciudad de Azogues-Ecuador. De tipo descriptiva correlacional. De acuerdo a la información obtenida de la prueba del chi-cuadrado, permite comprobar que existe relación entre el Aprendizaje Colaborativo y su estimulación a la motivación del uso del inglés. Se demuestra una relación positiva entre el aprendizaje colaborativo, la motivación y el incremento en la comunicación, lo cual permite el planteamiento de aplicación del aprendizaje colaborativo en el proceso de enseñanza aprendizaje del inglés como lengua extranjera en Ecuador.

THE INTEGRATION OF ISLAMIC VALUES IN IMPLEMENTATION OF LEARNING ENGLISH: ISLAMIC EDUCATION STUDENTS PERSPECTIVE

The learning process at the University of Nurul Jadid must be guided by Trilogi Santri and Panca Kesadaran Santri formulated by the founder of the Nurul Jadid Islamic Boarding School Foundation. Thus, each learning program at the Faculty of Islamic Religion (FAI) of Nurul Jadid University must be able to produce teachers who can integrate Islamic values in their teaching, including learning English itself. To find out students as prospective teachers of Islamic religious education are able to integrate Islamic values into learning English. The problem in this research is, "how is the integration of Islamic values in learning English in the classroom through a religious approach?" This study is an empirical study (field research) in the form of descriptive methods. Data were analyzed using descriptive analysis method. The subjects of this study were 17 students majoring in Islamic religious education (PAI) in the academic year 2018/2019. Data collected using observation techniques. The results showed that in carrying out teaching practices in class English III, students of religious education (PAI) had a fairly good competence in integrating Islamic values into the teaching and learning process of English. It was demonstrated by 14 students (prospective teachers) who were able to integrate Islamic values in the learning material they applied. While the rest is only integrated into the opening and closing activities by saying Salam (Islamic greetings) and doing do'a (prayer).

Students’ Readiness and Problems to Face Online Learning in Pandemic Era

The pandemic era has changed many aspects of the community lifestyle. It also includes the English teaching and learning process. Many teachers and students have to do teaching and learning online. They find some difficulties problems during that process. This research aimed to find out the Students' Readiness and problems to face online learning in Pandemic Era. It was qualitative research which was conducted at Fort De Kock University from July to October 2020. The population was all of the students who learn English at Fort De Kock University. Using a purposive sampling technique, the nursing and physiotherapy students in the third and fifth semesters were chosen as the samples. The data were taken from the questioner and in-depth interviews. Then, they were analyzed by computerization and transcription. This research found that most of the students had difficulties joining online learning such as signal, internet budget, lack of understanding and focus, and the interactions. By analyzing the results of this research, it can be concluded that the students are not ready to face online learning. It is suggested to the stakeholder to be more creative and innovative to face those problems.

STUDENTS’ RESPONSES TOWARDS THE USE OF LANGUAGE INSTRUCTIONS BY LECTURERS IN EAP CLASSROOMS

This research was aimed to describe the students’ responses toward the use of language instructions. It was conducted at Unit Pelaksana Teknis Bahasa, Universitas Sebelas Maret, Surakarta, Indonesia. The techniques for collecting the data used in this research were observation, interview, document analysis, and questionnaire. Based on the analysis of the data, it can be concluded that the students could interact with the lecturer when the lecturer used both English and Indonesian language during the teaching and learning process. Therefore, it is recommended for English lecturers to use language instructions properly to make the students understand more about what the lecturer is talking about, to make the students accustomed more about the use of English vocabularies, to make the lecturers and the students have an enjoyable and successful English teaching and learning process. For the other researchers who want to conduct similar research, the result of this research can be an additional reference.

An evaluation of muhadatsah program at Pondok Modern Daarul Abror using CIPP Model

This research aimed to describe the evaluation of Muhadatsah Program in English teaching and learning process in Pondok Modern Daarul Abror in terms of the context, input, process, and product aspects. This research is evaluation research employing the CIPP model by Stufflebeam (2007). The data were collected through observation, interview, document analysis, and audio-visual materials. The data were analyzed using Miles and Humberman (1994)’s flow model of qualitative data research which included data reduction, data display, and conclusion and verification. In the term of product, the evaluation showed that MP can improve their vocabulary. It helped them in learning English in the classroom especially in writing and reading, they could speak English fluently and bravely, they knew how to pronounce the word correctly and the intonation of the sentence. It can make them speak up bravely. However, it still needs improvement because the students who join MP just follow the rule but they didn’t realize the importance of language for them.

THE LEVEL OF TEACHER'S FEEDBACK IN ENGLISH TEACHING: AN EFL CLASSROOM DISCOURSE ANALYSIS

The objectives of this research are to know the level of feedback applied by the EFL teacher at a junior high school in speaking class and to know the most frequent level of feedback employed by the EFL teacher. Moreover, this research conducts a qualitative research where the data of this research are the English teacher’s utterances when the teacher taught speaking for VII grade students at one of state junior high school at Sentani, Papua. Meanwhile, the data was gathered through observing and transcribing the video of English teaching and learning process. The analysis of the transcript revealed that: (1) there arethree levels of feedbacks employed by the teacher: feedback of task (6.25%), feedback of process (37.5%), and feedback of self as a person (56.25%) and (2) the most frequent level of feedback employed by the teacher is the feedback of self as a person since it gathered 56.25% during the teaching and learning activity. Based on the result of this study, it can be concluded that teacher’s feedback is an important tool to facilitate the learning process become more active. Therefore, It is suggested the teacher may use more collaboration of feedback toward students’ response or performance in the learning process.

Basic Need Analysis in Practical English Grammar: An Effort on Creating and Empowering Autonomy Learners

This paper presents the students’ need analysis in Practical English Grammar course. The data were collected through questionnaires and interview by individual or group assessment. It involves 34 Indonesian undergraduate students who were majoring in English, took, join Grammar class and conducted classroom interaction in English teaching and learning process in IAIN Tulungagung, East Java, Indonesia. The data were analyzed using descriptive qualitative approach. The finding revealed some students’ perspectives on Practical English Grammar course (lack of learning media, ineffective teaching strategy, unsupportive class atmosphere, and Grammar as difficult course); some student-considered effective ways to learn Practical English grammar (YouTube, discussion, appropriate learning techniques, progress report, peer assessment, and game); and students’ results on their need analysis in learning Practical English Grammar in form of independent option on: learning media, learning strategy, learning material, and creating own questions and its answers.

Secondary School English Teachers’ Preception Towards The Use of Flipped Learning in Buleleng Regency

This study is aimed at (1) investigating the perception of secondary school English teachers’ perception towards the use of Flipped Learning in Buleleng regency, (2) observing the problems that the teachers encountered during implementing Flipped Learning, and (3) evaluating the solutions that the teachers do to solve the problems. This study was a mixed-method research design which used cross-sectional survey as the method. Purposive sampling was employed to four secondary English teachers who apply Flipped Learning. They came from three public secondary schools in Buleleng regency. This study used a questionnaire and an interview guide as instruments which had been tested for its validity and reliability. The data from the questionnaires were processed by using Arithmetic Statistics in Microsoft Office Excel to calculate the mean score in order to know the qualification level of each perception. The results of data analysis indicated that most of teachers corresponded to very positive perception on the use of Flipped Learning since the mean score was 81.25 which categorized to very high category. The results imply that Flipped Learning is highly recommended to be implemented in the English teaching and learning process.

THE IMPLEMENTATION 2013 CURRICULUM IN ELTLL: SCIENTIFIC APPROACH AND AUTHENTIC ASSESSMENT

The 2013 curriculum emphasizes on active student learning with a scientific approach and authentic assessment. This paper aims to explicate the teachers’ complexity in implementing the scientific approach and authentic assessment in English language teaching process. The 2013 curriculum introduces and encourages the use of scientific approach in the learning process for all subjects including English. Scientific approach is an approach that focuses on finding facts, concepts, principles, laws and theories. By this approach, it is hoped that the students’ learning outcomes can be more attached as they do it with fact based procedure. Withal, authentic assessment is also emphasized in the 2013 curriculum, where this assessment not only focus on the final result but also on the learning process. This paper focuses on : the implementation of scientific approach and authentic assessment in English language teaching process, and the barriers faced by teachers in implementing scientific approach and authentic assessment. Qualitative descriptive was applied in this study. To obtain the data needed, interview was used as instrument in this study. There were several conclusions obtained from the results of this study; 1) The implementation of scientific approach was in accordance with approach. In terms of assessment, the English teacher has implemented the authentic assessment, that is a measurement of students’ learning outcome in three domains (cognitive assessment, affective assessment an skill). But in its implementation, this has also not been implemented in a manner maximum. 2) The barrier faced the principles or rules. In lesson plan, the teachers clearly described the steps of scientific approach with using variety of methods or techniques in teaching English, even though on the process of teaching and learning English in the class, the teacher rarely used this by the teacher in applying scientific approach was to facilitate the students in asking and answer questions among them, while in authentic assessment, the obstacles were limited time, limited facilities and infrastructure, difficulty in implementing certain models of authentic assessment, and students.

Exploring the Influence of Computer-Based National Examination on English Teaching Process: Voices from Indonesian EFL Teachers

Currently, the government of Indonesia has implemented a computer-based test for the national examination for secondary schools in Indonesia. It is believed that the administration of computer-based national examination (CBNE) would address some challenges related to dishonesty and validity. The present study is aimed to investigate the teachers’ perception of the implementation of CBNE and its influence on the English teachers’ teaching process. This study employed a qualitative design in which semi-structured interviews and document analysis from the English teachers’ lesson plans were done to obtain comprehensive data. The analysis results revealed that the teachers held a positive view of the implementation of CBNE because it is effective and efficient in terms of the process, security, scoring, and cost-saving. Besides, the components of the teaching process influenced by the administration of CBNE were extra class, teaching materials, teaching methods, and teaching activities. However, the implementation of CBNE still led to several challenges in terms of technical problems and a lack of computer experts. Therefore, by conducting an internship with other supporting parties, those challenges would be minimized.

The Implementation of Communicative Language Teaching in English Practice

2013 Curriculum now has been implemented so widely in Indonesia, especially in English teaching and learning process. It delineates some focal points like student-centred active learning and contextual teaching which hopefully brings the students to learn more effectively. Furthermore, there is an apparent unanimity that the curriculum may lead the meaningfulness of learning. In relation to English teaching approach, Communicative Language Teaching (CLT) is likened to the latest curriculum. CLT emphasises on the context and authenticity. Thus, this approach should go along with 2013 Curriculum. This study aims at finding out the implementation of CLT in line with the curriculum, since many previous studies alert some problems happening while CLT is applied not in ESL as its birthplace, yet in EFL context. In fact, Indonesia perceives English as foreign language. But, there are still few studies related to this approach. After observation and document tracking are conducted, it is concluded that Scientific Approach and Communicative Language Teaching Approach are able to blend to create more effective communicative learning.