Teaching English Research Articles

APPROACHING TO PREVENT GRAMMATICAL INTERFERENCE IN THE PROCESS OF TEACHING ENGLISH

APPROACHING TO PREVENT GRAMMATICAL INTERFERENCE IN THE PROCESS OF TEACHING ENGLISH

TESL Undergraduates’ Perceptions: Utilizing Social Media to Elevate Speaking Skills

Teaching English as a Second Language undergraduates are English teachers in training. Recently, a concern arose when it was found that these undergraduates in Indonesia perceived their speaking skills as the lowest in terms of their mastery. Many studies have been conducted on the use of social media. Still, there is a literature gap in using social media among TESL undergraduates in the Malaysian context. Thus, this study aimed to explore TESL undergraduates’ perceptions of their speaking skill mastery and their perceptions of utilizing social media to enhance their speaking skills. It was significant to investigate how those undergraduates feel about their speaking skill mastery to create self-awareness. By being aware of their belief, they can find ways to keep improving themselves. The main question for the study was to discover respondents’ belief in their speaking mastery level and respondents’ self-confidence in speaking performance. A total of 132 respondents from the National University of Malaysia participated in this research through an online questionnaire conducted on Google Forms. The results showed that the students recorded unsatisfactory perceptions of their speaking skill mastery. The data revealed that social media does help in elevating their speaking skills. The students chose ‘WhatsApp,’ ‘YouTube,’ and ‘TikTok’ as their preferred social media that help their oral communication skills. In addition, limitations and recommendations were explained to better future works in the equivalent or relevant studies.

THE PROBLEMS OF NO PHILOLOGY DIRECTION TEACHING ENGLISH WITH NEW METHODS

THE PROBLEMS OF NO PHILOLOGY DIRECTION TEACHING ENGLISH WITH NEW METHODS

Literature and Didactic Resources and Materials for Promoting English: Case Study Developed in 2018


 This article details the pedagogical praxis developed for promoting English as literature and didactic resources and materials were implemented alongside. In fact, it describes the experiences and perceptions of the research participants in terms of their thoughts and reflections towards the process and its effect in terms of their academic development. This was qualitative research, specifically, a case study, which was developed in two courses: Children’s Literature and Didactic Resources and Materials, where the linguistic and pedagogical fields were integrated to foster the learning of English. These courses belong to the Bachelor’s Degree of Teaching English for elementary school, from Universidad Nacional (UNA), Costa Rica. The results of this study show that the students’ considered the implementation of literary texts in the English class as well as the use of varied didactic resources and materials valuable since they were helpful for developing dynamic, engaging, and interesting lessons, which may be a source of motivation for their future language learners. 

NEW INNOVATIVE METHODS IN TEACHING ENGLISH IN MEDICAL UNIVERSITIES.

NEW INNOVATIVE METHODS IN TEACHING ENGLISH IN MEDICAL UNIVERSITIES.

INNOVATIVE METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

INNOVATIVE METHODS OF TEACHING ENGLISH IN PRIMARY SCHOOLS

THE DEPTH AND BREADTH OF TEACHING ENGLISH: BASIS FOR A MODIFIED MODULE

With the introduction of K–12 curricula that incorporate literature as a springboard, teaching and learning English has become a prerequisite. Language is used in context throughout literature. According to Eaglestone (2010), it is a crucial component of the English curriculum in schools and needs to receive the sufficient emphasis if the overall goal of teaching English is to be accomplished. Teachers now have a duty to work more to make studying English for pupils a simpler, more pleasurable, and more rewarding experience. Anglo-American literature is covered in English 9, which is regarded as a crucial conventional course in English. According to Lu Rui (2014), the rapid development of curricula in the modern era has caused English literature to face a variety of challenges and flaws, pushing the current liberal arts class even further into the margins. As a result, the reform of the curriculum for Anglo-American literature cannot be postponed in the modern era. Wu Ling (2012) emphasized that another significant challenge teachers have while teaching students in English literature, including grammar and vocabulary, is the multifaceted competencies that must be attained. The perception that literature is a challenging and tedious topic compounds to this challenge. Students gradually disassociate from the subject matter as a result of this. In the national setting, Calacal (2003) stated that education in the Philippines has always been dynamic. Everything that has been dynamic certainly echoes possible problems. In the K to 12 curriculum, the Department of Education requires learning modules to be used in learning the subjects, specifically in English. Hence, whether the use of this learning package gush on, the crux of the issue lies in the learner and teacher as they move on towards the development of English competencies. In some of the challenges experienced by both teachers and learners are broad module content, lack of comprehension of students, taking English subject difficult, and the lengthy literature pieces used. In dealing with English language and literature, Hernandez (2003) said that teaching and learning strategies should be updated to make lessons comprehensible for students. Therefore, it is worthwhile investigating these difficulties, identifying their causes, and suggesting effective remedies for these problems so that they will not damage the benefits that Grade 9 English embodies.

English Teacher’s Challanges in Teaching English as Foreign Language at MTS Nurul Qolbi

Teaching English as Foreign Language (TEFL) becomes a crucial issue. Meanwhile, it is not an easy task, especially when it was done in places where English has very limited purposes. This research seeks to investigate the challenges of English teachers as well as the solutions taken by English teachers in private Islamic junior high school. The data is gathered through documentation, interview, and classroom observation. This study captures the perspective of an English teacher in facing the challenges of teaching English in the classroom through interviews. Various challenges arose, results showed that the challenges facing in teaching English are varied in which they related to the students and the facilities. The challenges coming from students’ side including lack of vocabulary mastery, low concentration, lack of discipline, students’ boredom, speaking problem, confidence issue, facilities issues, and time constraint. It can be concluded that this study has highlighted a wide range of issues faced in teaching English as a Foreign Language in Madrasah Tsanawiyah Nurul Qolbi.

Pengaruh Permainan Kosakata Bahasa Inggris Melalui Digital Smart Board For Kids Terhadap Perkembangan Bahasa Anak Usia 5-6 Tahun di Era Merdeka Belajar

This research will use the Digital Smart Board for Kids game as a means of learning English vocabulary for young children. This study uses a type of quantitative research using a pre-experimental design with one group pretest-posttest. The research subjects in this study were 15 children aged 5-6 years. The selection of subjects takes into account the application of foreign languages, especially English in teaching and learning activities in kindergarten. Data collection techniques using observation and documentation. To draw conclusions from the research results, a hypothesis test was carried out using the t-test. Before conducting the t-test, the normality test and homogeneity test were first carried out on the research results. Where the alpha value is more than 0.05, the data is considered good and reliable. Hypothesis testing was carried out to determine the effect of English vocabulary games through the Digital Smart Board for Kids on the language development of children aged 5-6 years in the independent learning era. This Digital Smart Board game for kids can be played by all children, so that development in the classroom becomes more applicable, contextual and interesting. In conclusion, the Digital Smart Board game for kids can be used to develop children's language development properly, especially in terms of understanding, remembering and pronouncing/imitating English vocabulary in children aged 5-6 years in the era of independent learning.

Teaching English through play

Teaching English to young learners is a priority in our globalised society, especially within the growing context of bilingual schools. Thus, it is necessary to find a strategy that allows young learners to grasp the knowledge of the foreign language at a structural level. Nonetheless, children’s cognitive development does not allow for grammatical explanations, it is thus that a tried and tested sequence of activities is provided for primary and pre-primary schoolteachers to be able to incorporate in their teaching, which will develop phonological awareness of the English language at a structural level, thanks to games, manipulation and movement.

Developing the motivation to enrich active vocabulary in the process of teaching English to students majoring in Economics

This paper deals with teaching English for Specific Purposes (ESP), focused on the professional training of prospective economists of various fields of activity: managers, accountants, sociologists, specialists in the sphere of economic security. The authors indicate that the most difficult aspect of foreign language for students is the lexical aspect, the problem of enriching the active vocabulary precisely, since being under permanent growing flow of information; the students who already possess basic knowledge are not always motivated to memorize and actively use new lexical units. They prefer using the constructions, words, concepts and terms which they have learned before. It concerns mostly idiomatic expressions and phrasal verbs, which differ in specific semantic characteristics and structure, as well as the complexity of their practical application. However, the use of such structures in speech ensures a successful improvement of a foreign language communicative competence and an integrative approach is proposed for the development and strengthening of motivation in the preparation of methodological textbooks and tasks. It is underlined that when preparing individual stages of the educational course, orientation to the professional use of a foreign language should be taken into account with the analysis of target situations and subsequent consideration of the compliance of tasks and applied forms of work with the needs of prospective economists in specific situations of their professional activities.

Fostering literacy: Pre-primary pre-service teachers’ reading habits and literature knowledge

In pre-primary education, there is a need for specific research into developing awareness of literary genres that can be used in the EFL classes to promote literacy. A total of 264 students on the Teaching English for Pre-primary Education course participated on an online questionnaire adapted from Cremin et al. (2008), using both qualitative and quantitative questions to provide an insight into the issue. The first part of the questionnaire examined the reading habits of pre-service teachers. The second part probed into the specific knowledge of texts and authors in general for use in the EFL pre-primary classroom. The results showed that there is a very limited tradition of reading outside the EFL classroom from students’ experiences, that there is a very narrow catalogue of texts and genres that students are familiar with and lastly, that literature is primarily seen as a vehicle for vocabulary acquisition. Thus, it is essential to encourage future EFL teachers not only to become more knowledgeable about genres, but also aware of the different reasons to use literature in the classroom to promote literacy.

Investigating Teacher’s Linguistic Competence in Teaching English for Academic Purposes

Being a language teacher means they are not only fluent in using the target language but also possess competence in the study of language. Hence, linguistic knowledge is one essential skill a language teacher needs to possess. Using a descriptive qualitative research design of the content analysis, this article aimed to investigate the linguistic competence of an English teacher and its implementation in the classroom. The recordings of online classroom sessions of an English for Academic Purposes course were observed. The teacher, as the main object of the study, was also interviewed to enrich understanding through open-ended questions. The collected audio-visual data was then analyzed and categorized based on the linguistic features employed by the teacher. While existing studies focus on the linguistic competence of pre-service teachers, the findings are inclined to negative results. Hence, by investigating the teaching practice of a teacher with 30 years of experience, the findings revealed the descriptions of linguistic features evident in the data and explained how those features helped the teacher in carrying out the teaching and learning session. Subsequently, it is recommended that English teachers increase their language awareness as well as linguistic competence so that they can perform better in meeting the students’ needs in acquiring and improving English language skills.

Using Mobile Applications for Teaching English Vocabulary to Young Language Learners (YLLs): Investigating the Short- and Long-term Impacts

Using Mobile Applications for Teaching English Vocabulary to Young Language Learners (YLLs): Investigating the Short- and Long-term Impacts

Implementation of 2013 Curriculum in Teaching English at Rural Areas Junior High Schools in Luwu Utara Regency

The aims of this research were: (1) to find out how teachers in rural areas implement the 2013 curriculum in teaching English (2) to find out what problems are faced by English teachers in rural areas in implementing the 2013 curriculum. This research used a qualitative method. The subjects of this research were English teachers of SMPN 9 Seko, SMPN 1 Seko, and SMPN 2 Seko. The total number of subjects was five English teachers. The procedure of this research was collected by doing observation and interviewing the English teachers using questionnaires. The results of this research showed that: first, implementation of the 2013 curriculum in Seko District as a rural area is still not going well and ineffective because there are still components of the teaching and learning process that have not been implemented systematically and precisely in the teaching and learning process. Second, the result based on the interview was the first problem that the teachers faced in teaching English in rural areas is the unavailability of learning media and most of the students still used their local language or mother tongue as a daily language which makes students usually do not understand well when teachers explain the lesson.

Exploring EFL Students’ Experience in Developing Daily Lesson Plan for Teaching English for Toddler

Planning English for Toddler lesson is a sophisticated process faced by English as Foreign Language (EFL) students. The lesson plan should be available before implementation to increase the effective teaching process. By having a different lesson plan template to a regular lesson plan, this study explores EFL student experience in developing daily lesson plans for teaching English to toddlers. A narrative approach was employed in this study. The subjects of this study were 6th semester EFL students who took English for Toddler course. Drawing on semi-structured interview data, we found that students face several challenges in developing daily lesson plans for teaching English to toddlers. Participants experienced challenges in preparing content in a lesson plan, learning media, model, teaching method, and assessment. This study emphasizes the importance of training of developing a lesson plan for teaching English for toddler. Further studies will facilitate EFL students' skills to develop a lesson plan for teaching English for Toddler.

MODERN METHODS OF TEACHING ENGLISH

MODERN METHODS OF TEACHING ENGLISH

A REVIEW ON TEACHING ENGLISH BY USING SUGGESTOPEDIA METHOD

The purpose of this study was to identify the advantages and disadvantages of teaching English by using the suggestopedia method. The method of this study was library research which focused on content analysis. The object of this study was twenty articles related to the application of suggestopedia in the classroom. The result of the data analysis concluded that the suggestopedia method has seven advantages and three disadvantages. Therefore, it can be concluded that the use of suggestopedia in teaching English has positive significance for students

The Impacts of Teacher’s Speech Styles in Teaching English to EFL Young Learners


 Teachers’ speech styles in teaching English to EFL young learners. In this study, there are two point are explored: (1) Teachers’ speech style in the classroom interaction and (2) The impacts of teachers’ speech style to EFL Young learners. This research applies descriptive qualitative method. This research was conducted at first grade of MTs Darul Huffadh Tuju-Tuju Kajuara Bone of 2021/2022 academic year. The participants of this study were a teacher and twenty-nine EFL young learners’ classroom. The data of this study were obtained from observation and interview. The result of this study indicate there are four teachers’ speech style that was applied in the classroom interaction are; formal style, casual style, consultative style, and intimate style. Where all these styles there are some impacts to EFL young learners are: first, students’ motivation the teacher used formal, casual, and consultative style. Students’ politeness the teacher used formal and consultative. Students’ trust the teacher used consultative and intimate style. The last, students’ respect the teacher applied intimate style. The findings of this study can be a reflection for English teachers and students in carrying out the learning process by using this speech style when teaching English, and can find more interesting learning methods.

Teacher Pedagogical Competence in Using Technology for Teaching English at A State Vocational High School in Mataram

In the current era of globalization, a teacher must have pedagogical competence in utilizing technology. The development of the use of technology in the world of education is currently non-negotiable because it has been integrated with the development of every activity of life, including in the world of education. This study aimed to know how the pedagogical competence in using technology in teaching English at a state vocational high school in Mataram. This type of research is a descriptive qualitative method. The subjects of this study were three English teachers at a state vocational high school in Mataram. Data were collected by observation, interview, and documentation. Then, the data analysis procedures in this study include data reduction, data display, and drawing conclusions. The results showed that the pedagogical competence of teachers in using technology as a learning medium in teaching English at a state vocational high school in Mataram was very good, the teachers can apply ICT-based learning media and are skilled in utilizing ICT facilities to develop the material into interesting learning media. So, that the learning process feels fun, creative, innovative, and gives a new spirit in doing the learning. Learning by utilizing technology as a learning medium is a solution for teachers and students in creating the expected classroom atmosphere.