Receptive Skills Research Articles

Need Analysis of Teaching Materials Development for Writing Poetry Based on Contextual Learning (Ctl) Approach in Elementary School

Learning children's literature appreciation in elementary school is very important so that student's language skills, especially receptive skills, can develop well, one of which is poetry writing skills. Learning to write poetry in elementary schools has not been maximized due to limitations in the provision of teaching materials and approaches used by teachers in improving poetry writing skills. Writing skills are one of the most difficult skills of other language skills, therefore an appropriate approach is needed so that the learning objectives can be realized, one of which is the contextual approach because the contextual approach is the way the teacher conducts the learning process by connecting the real world of students with the subject matter to be learned. The purpose of the study was only to analyze and describe the need of developing teaching materials for writing poetry based on the contextual learning (CTL) approach in elementary schools in Bogor Regency so that the data used was qualitative. Various analyses were conducted to determine the need for developing teaching materials for writing poetry based on a comprehensive contextual learning approach based on conditions, curriculum, and the needs of teachers and students. A comprehensive needs analysis is expected and accurate is expected to be developed for teaching materials for writing poetry based on a contextual learning approach in grade IV elementary schools in Bogor Regency based on the needs of the research field.

Improving The Ability of Students in Listening Comprehension by Using Authentic Materials

Listening is one of the receptive skills in English. Therefore, the problem is concerned with the lack of students’ listening skills. Thus, this research is aimed to prove that creative methods can help students to build their ability in listening. This research is conducted to the second semester of English Language Education Study Program Faculty of Teacher Training and Education Sciences, Pakuan University. In choosing the sample, the technique of total sampling is used. the quasi-experimental research design is applied in this research. The design of the research was pre-test and post-test that were given to the experimental and control group. The result of the data analysis showed a significant difference. By applying 0,05 level of significance and the degree of freedom (df) is 44, it showed that the t-counted 1,11 was lower than t-table 2,02. In conclusion, the use of authentic materials is not affected to improve the students’ listening comprehension.

Video Games and English Learning: An Exploratory Study of EFL Pre-Service Teachers’ Perceptions

The present study explores the knowledge and perceptions that 72 Chilean EFL (English as a foreign language) pre-service teachers have regarding the effect of video games in their daily and academic routine in terms of foreign language learning. By applying a 5-point Likert scale, it was possible to gather data concerning their sociodemographic characteristics and their views in relation to five dimensions: (1) Generalexperience with video games, (2) general preferences about video games, (3) strengths and weaknesses of video games, (4) video games as a learning experience, and (5) video games and the four language skills. Once the data were collected, the Spearman’s orrelation coefficient was used with the purpose of determining the relationships among the respondents’ answers. The results indicated that the four language skills, especially the receptive skills, can be practiced while playing video games. Also, digital games allowed the participants to teach and learn from other players through gameplay. This process was followed by a hierarchical cluster analysis that allocated the respondents into four groups based on the similarities of their responses.

The investment of time in the study of english: A little considered factor

This paper describes a study on the necessary time to learn English. The main objective was to determine the elements that require an investment of time to learn English successfully. This quantitative research collected data from 191 users of English through a questionnaire to discover the relationship between the time spent learning English and mastery of the language at a high intermediate level. The findings indicated that the learners reached the level of English they possess in an average of 9.36 years in school contexts. During this time, exposure to the language and activities outside the classroom that indicate a medium-high to high investment of time stand out. The main activities out of the classroom develop receptive skills.

Innovation of Language Receptive Skills Based on Authentic Assessment

The purpose of this scientific study is to analyze and answer the problems that exist in the assessment of class XI Arabic books published by the Ministry of Religion of the Republic of Indonesia in 2020, especially on language receptive skills, which consist of listening and reading skills. This research was studied using qualitative methods and literature studies to collect data. Primary data comes from Arabic books published by the Ministry of Religion in class XI in 2020, while secondary data comes from literature documents that are relevant to the research. The results of the analysis show that receptive language skills have been assessed and are included in the realm of knowledge. In fact, receptive skills (reading and listening) must be included in language skills, while aspects of language knowledge can be obtained from language elements. Therefore, an authentic assessment is needed that positions receptive skills in the assessment of skills, which at the same time can assess linguistic elements in the knowledge aspect without forgetting the attitude aspect by assessing portfolios, assignments, performance, and interviews that are tailored to needs. The theme of the text being read or heard. Authentic assessment of receptive skills can be carried out by using projects, interviews, or assignments with command words, such as concluding the spoken text heard, making pictures based on the description of the spoken text, making conversations according to the content heard, or making texts that are similar to the text being spoken heard.

Using a Genre-Based Approach to Raise College Students’ Awareness and Use of Discourse Markers to Improve Discourse Competence in Oral Communication

This study explored college students’ knowledge of discourse markers (DMs hereinafter) and the development in raising their awareness of discourse competence by adopting a genre-based approach (GBA hereinafter) to eliminate students’ inappropriate use of certain DMs. The participants were 28 freshman students with an English proficiency at the Common European Framework of Reference for Languages (CEFR hereinafter) B2 level. A pre- and post-test design was employed to measure students’ use of DMs in speaking before and after the GBA intervention in written and spoken discourse. The results showed a statistically significant increase in the students’ frequencies and varieties of DMs in the post-test. The study concluded that teaching DMs through GBA raised the students’ metalinguistic awareness of using DMs in different genres and enhanced their ability to engage in coherent and cohesive discourse. The outcomes suggested that applying GBA to teach DMs helps students transfer receptive skills into productive skills used to express their thoughts orally.

Executive Function in Deaf Native Signing Children.

The aim of this study is twofold: To examine if deafness is invariably associated with deficits in executive function (EF) and to investigate the relationship between sign language proficiency and EF in deaf children of deaf parents with early exposure to a sign language. It is also the first study of EF in children acquiring Polish Sign Language. Even though the mothers of the deaf children (N = 20) had lower levels of education compared with the mothers of a hearing control group, the children performed similarly to their hearing peers (N = 20) on a variety of EF task-based assessments. Only in the Go/No-go task were weaker inhibition skills observed in younger deaf children (6-9years) compared with hearing peers, and this difference was not seen in older children (10-12years). Hence, deafness does not necessarily impair EF; however, attentional and inhibition abilities may be acquired via a different route in deaf children. Sign language receptive skills predicted EF in deaf children. In conclusion, we highlight the importance of deaf parenting building the scaffolding for EF in deaf children.

ESTABLISHING AND MAINTAINING OBJECIVE CRITERIA IN WRITING AND SPEAKING FEEDBACK STRATEGIES IN EFL

Writing and speaking are termed productive or active skills due to the fact that learners need to produce language when doing these. As EFL teaching is increasingly becoming more and more oriented toward helping learners develop and improve their communicative competence, it is not surprising that speaking and writing skills are becoming ever-more important. Though it goes without saying that speaking and writing undoubtedly go hand in hand with the receptive skills, reading and listening, EFL learners, and instructors, are, nevertheless, focusing their attention on improving speaking and writing skills. This is why it is so significant that clear and objective criteria is established and provided in the EFL teaching and learning environment, as this criteria will benefit not only the learners, but the teachers as well. As assessment is an integral part of the teaching and learning process, it goes without saying that learners are bound to find themselves receiving some kind of feedback at some point in their acquisition of these skills. However, the issue that arises is the fact that this assessment tends to be seen by many learners as subjective rather than objective, which is not the case with assessing listening and reading comprehension, for example, where it is easier to pinpoint the mistakes. This paper takes a closer look at what this includes, and how it can be done, without disrupting either the teachers’ or the learners’ autonomy, and hence make the whole process that much smoother.

PRAGMATIC ROLE OF SPEECH ACT COMMUNICATION AMONG NON-ENGLISH DEPARTMENT STUDENTS

This paper describes about the problems in the speech act of Non-English department students especially in speaking class. Assessing the product tends to be more difficult than assessing the receptive skills namely listening and reading. The lecturer needs to pay more attention in assessing these skills, especially for non-English department students who are in the beginning level of English ability. Therefore, the aims of this research were to find out: The test format, marking criteria and the scoring scheme used by the lecturers in assessing students‘ productive skills in part of Speech Act. This study used descriptive qualitative method. Data collection techniques were carried out through observation, recording, and carried notes taking techniques. The subject of this research is the 1st-semester student of the accounting program. The data were taken from observation, interview and document analysis. The results of this research were : 1) The test formats used by the teachers to assess speaking skills were interview, picture description, and presentation. The criteria used by the teachers were pronunciation, vocabulary and fluency for speaking assessment. The lecturers use the scoring scale to score students‘ productive skills. The scale itself depends on the criteria or language components which were being assessed and each scale of score has its own description.

A Comparative Study among Elt And Ell Students’ Receptive Skills at University Level

A Comparative Study among Elt And Ell Students’ Receptive Skills at University Level

The Use of Song as Learning Media in Teaching Listening to EFL Students

As one of fundamental receptive skill, listening skill is mostly neglected during the English language teaching learning process. The challenges on the process of teaching listening which may come from both the students or the teacher mostly become a problem that makes written mode of English language learning more dominant. The strategies on teaching listening skill might not be varied that causes the teaching learning process ineffective. This research is aimed to introduce the use of song in engaging students’ attention and creating fun teaching-learning process to increase the students’ achievement in listening skill. The research used quasi-experimental quantitative design. The number of sample used in this research is 72 students in the first grade of SMAN Gurah, Kediri. A test is used to collect the data of students’ achievement in listening. The test indicates the significant difference between the experimental group and control group as the researcher used the t test formula. From the result of data analysis, we find that the t-test is 2,53 at degree of freedom (df) 70 at 0,05 alpha (1,67). It means that the t-test is higher than the t-table (2,53>1,67). Thus, the hypothesis that teaching listening using song is improving students’ achievement on listening skill can be accepted.

Fear of Oral Presentation: Pair Vs Group

There are four types of communication skills taught in a language classroom, namely speaking, writing, reading and listening. These four skills are also separate language skills known as productive and receptive skills. Speaking and writing are categorised as the productive skills. This study aims to identify learners’ speaking abilities through oral presentations. Language learners fear oral presentation due to negative evaluation and social-environment factors. One way to lessen the burden and fear of speaking among learners is by focusing on group activities when it comes to language learning. This study is done to investigate how language learners feel about pair and group work oral presentation. This quantitative research will investigate the prevalence of fear of oral presentation among learners of English as a second language. 56 respondents were purposively chosen to answer the survey. Findings in this study has shown that learners are equally affected by their external and internal fear when it comes to oral presentation. Findings of this study bear interesting pedagogical implications in the teaching and learning of oral presentation.

A Study on Communication Skill of The Farm Women for Agricultural Knowledge Development

Communication skill is an important component of human being. There are various studies were found on communication skill level of the farmers and farm women but limited study was found on infl uence of this communication skill on agricultural information network output. Keeping this in view a study was conducted on communication skill of the farm women for agricultural knowledge development in North Bengal region of West Bengal during 2017-2020. In this study communication skill of the farm women were fi nd out and a further study was conducted on infl uence of the communication skill on agricultural information network output. Ex-post facto research design and both purposive and random sampling method were used for selection of the sample respondent. It is found from the study that communication skill of the farm women was high followed by medium and low. It is concluded from the study that reception skill, processing skill, expression skill and feedback orientation of the farm women were positively and signifi cantly infl uence on agricultural knowledge development of the farm women.

WRITTEN AND SPOKEN DISCOURSE MARKERS: ATTITUDES OF KURDISH EFL UNIVERSITY INSTRUCTORS

Taking written and spoken discourse into considerations, Discourse Markers are regarded as crucial elements of written and spoken discourse by native speakers of English. In addition, their pivotal role and use are also inevitable in EFL Language classrooms. Thus, the current study aims to investigate the attitudes of Kurdish EFL University instructors concerning the role and use of Discourse Markers with regard to Pedagogic value, Identification with the native speaker norm, Pragmatic value, Dispensable value, Acceptance of the local usage, how Discourse Markers are represented in EFL classrooms, and how they should be highlighted in EFL classrooms. A questionnaire was distributed to 106 Kurdish EFL instructors at various universities in Kurdistan Region. The quantitative findings revealed that the instructors had positive attitudes towards the role and use of written and spoken Discourse Markers in EFL classrooms. Discourse Markers were found to have both pragmatic and pedagogic values but they were underrepresented in written and spoken materials in Kurdish EFL classrooms and were not highlighted by the instructors in their writing and speaking classes. The study requires the integration of Discourse Markers in the curriculum for both language productive skills. The implications that were drawn from this study for further studies were to investigate role and use of Discourse Markers in the receptive skills of language and the learners’ perceptions concerning this role or use.

A Qualitative Study to Explore the Construct of Communication Skills in Middle Childhood

The aim of this study is to explore aspects of children’s communication skills in middle childhood in Indonesia. The study was conducted by using qualitative approach. Data were collected through FGDs with parents of school-aged children and group interviews with fifth-grade students. The FGDs were used to explore parents’ opinions on the expected ways of communicating that children aged 9-11 years or around grades 4 to 6 should be able to perform. In the group interviews, the students were asked to give their opinions on the appropriate ways of communicating, During this process, the children were particularly asked to respond to 14 picture stories that depicted eveyday communication situations. The 14 stories used in the interviews were developed based on a preliminary study that explored the variety of communications children commonly did in their everyday life. All the data collected were analysed by using inductive thematic analysis. The result of the analysis revealed eight themes, including receptive skills, language accuracy, context understanding, openness, assertiveness, self-confidence, social sensitivity, and politeness. This research found two main findings which are themes related to receptive communication skills that emphasized understanding on non-verbal messages and themes related to structure of communication skills that focused on social competence. The themes that represented social competence indicated that both characteristics of individualistic and collectivistic cultures have roles in shaping children’s communication skills.

TASK-BASED LANGUAGE TEACHING IN VIETNAM: RESEARCH TRENDS, FINDINGS, AND IMPLICATIONS

It is widely assumed that task-based language teaching (TBLT) has been effectively applied in EFL contexts. In Vietnam, abundant research has been implemented to examine its effects on English proficiency as well as to identify perceptions and attitudes of both teachers and learners towards using this approach in classroom contexts. This paper aims to synthesize trends in research on task-based language teaching in the context by reviewing results extracted from a corpus of 60 studies. Key aspects like effects, challenges, teacher/learner perceptions and attitudes were selected for analysis and synthesis. The results revealed that the research tended to focus more on production skills than receptive skills, and that the implementation of TBLT was reported to cause challenges for teachers, while learners tended to hold positive attitudes toward the approach. Based on the research findings, some lessons were drawn for pedagogy and future research. For successful TBLT implementation, it is suggested that teachers are informed of the effects, engaged in reflections and that exams should be shifted towards communicative competence assessment. Future research could increase sample size and treatment duration, and especially address the challenges teachers, as the main agent, encounter in implementation.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0023/a.php" alt="Hit counter" /></p>

STUDENTS’ VOCABULARY MASTERY ENHANCEMENT THROUGH CROSSWORD PUZZLE: CLASS ACTION RESEARCH IN A PUBLIC JUNIOR HIGH SCHOOL

Mastering vocabulary in English is such an essential facet that learners would be able to own productive and receptive skill needed to get their messages across and decipher the conveyed ones towards them. This Class Action Research (CAR) aims at pinpointing the intervention of Crossword Puzzle as a medium of teaching-learning vocabulary on Personal Recount Text. Collaborating with the classroom teacher, its use in one class of eight graded students in a public junior high school in West Java is conducted together with the instruments of observation and tests. It is found out that Crossword Puzzle radiates the teaching-learning process positively on account of students’ enthusiasm and responses as well as profoundly inclines the mean of Pre-test, 40.61 to the one of Post-test, 80.60 aside from the majority of the students’ achievement to the success indicator score on vocabulary mastery in one Cycle. Despite its benefits to other parties, it is advisable that further research is to fill the gaps on other writing genre with discrepant learning contexts.

Basic Education and Reading Readiness Skills: An Appraisal of Early Childhood Kindergarten in Imo State, South-East of Nigeria

Reading is a basic tool of education and also a crucial aspect in the Nigerian language curriculum. As a receptive skill, it involves the ability to meaningfully interpret or decode written or graphic symbols of a language. It is not merely about how to pronounce words; it is significant that the children understand the meaning of the words they read in order to unfold the hidden treasure of knowledge and also participate in the words’ universal culture and civilization. It becomes imperative to kindle reading culture among the children who are faced with several competing leisure time activities. The early childhood or the kindergarten, being the best time to imbibe reading culture and early literacy skills in children, is also the time to get them reading ready. This research, therefore, was mainly initiated to investigate how reading readiness could enhance children’s early literacy and factors that affect reading readiness among the kindergarten in Imo State. The sample of the study was drawn from the population of nursery/ primary school teachers in the three educational zones using stratified sampling technique. The main objective of the study being to ascertain the essence of reading readiness in building early childhood literacy skill; thus, a qualitative research method was employed. The findings indicated that the majority of the kindergarten teachers are unqualified and inexperienced to impart reading culture into the children. Other factors are overcrowded classrooms and poor environment that prohibit one-to-one teacher/pupil relationship in the reading class. It was suggested that the government should always organize all-inclusive workshops to train the teachers on the steps in teaching reading. Also, parents should always be provided with regular information on the reading progress of their children for them to make their own input in the reading skill of their children. All the above will help to build a solid reading skill which will promote basic functional education in Imo State.

Digital Educational Resources in Teaching Professional English Communication

The article considers the issue of using the digital environment in teaching professional communication at a non-linguistic university and aims to specify the role of a digital educational resource in business English courses and to further upgrade higher education. The relevance of the issue under consideration is due to the intensified intro­duction of digital resources in higher education. In this research the authors apply theoret­ical and empirical methods of analysis, consider modern approaches to the classification of digital educational resources for learning English, classify digital resources in accord­ance with the degree of their accessibility, study the ways of applying the communicative approach in teaching students a foreign language for special purposes, aimed at building and developing productive and receptive skills that future specialists will practice in their professional activities. The authors also analyze the results of a survey conducted among students about the experience of using a multimedia program based on Moodle educa­tional software platform, as a part of a business English course. The researchers come to the conclusion that the use of computer technology with a well-planned training program not only makes the process of learning a foreign language more attractive and interesting to students, but also contributes to a more effective development of their receptive and productive skills.

Integrating Critical Thinking Skills in Teaching English Language Receptive skills

Learning a foreign language is not only mastering vocabulary and grammar rules. It is important that students know how to give opinions, give sound reasons for those opinions, and evaluate and judge on specific situation. This is possible by integrating critical thinking skills into teaching English language receptive skills. It explains how to enrich and develop students’ thinking and implementing it in the educational process and lifelong learning. The basic aim of the current research is to provide suggestions for integrating critical thinking skills into teaching English language receptive skills. The current research ends with the conclusion that it is suggested to integrate critical thinking skills in teaching English language receptive skills for its valuable effect on developing students thinking, interaction and awareness