Instruction For English Learners Research Articles

Developing English App Based Mobile Learning as the Innovation of English Learning Media

Abstract. This research aims to develop learning media as the innovation English app in enhancing the process of teaching-learning English in 4.0 Era. Through this app, it can be integrated by hybrid learning model that is prepared to deal with post-pandemic era challenge. This research was conducted based on the results of needs analysis of current learning that cannot be carried out fully face-to-face, as well as needs students and educators towards effective learning media. The objectives of this research are to elaborate the process of designing and developing learning media English App based M-Learning and examine the feasibility of that media in learning process of General English Courses in University of Billfath. The research design used is Research and Development (R&D) by applying the ADDIE model with five stages: analyze phase; design; development; implementation; evaluation. In further, the result of this research points out that in analyze phase found 71,3 % college students requires specific learning media-based M-learning that can be applied in hybrid learning model. While in the process of design and development English App as has been validated by experts that describe material validation 88,5 % and media validation 89% that can be said that the product is valid and deemed to be implemented. The stage of implementation is conducted seven meeting by hybrid learning. Furthermore, in evaluation stage indicates that the product has been feasibility to be applied in English learning due to the result obtained 80,6% (valid product). Hence, Mobile English App that is developed for college students in learning English has been succeed in fostering students ‘motivation and ability in General English Course.

Online and Offline English Learning Systems: Perceptual from Teachers and Students

Current education issues are online and offline learning systems as a mitigation of learning loss. This study intends to investigate (1) the perception of the teachers and students on online and offline English learning systems and (2) The difficulties of teachers in online and offline English teaching-learning. The study attempted qualitative research. The subject of this study were two English teachers and students of SMPN 3 Tinambung. The data was gathered through questionnaires and interviews. The result indicates (1) The teachers’ and students’ perceptions towards online and offline English learning systems are determined by flexibility, interaction, and knowledge gained. In online learning, teachers have a negative perception of flexibility and interaction and a negative and positive perception of knowledge gained. Students have negative and positive perceptions of flexibility, a negative perception of interaction, and a positive perception of knowledge gained. Teachers and students have positively perceived flexibility, interaction, and knowledge gained on offline learning. (2) The teachers’ difficulties were they had no good internet access and students’ assessments in online teaching. The teachers’ difficulties in the offline class were the students less concentration and focus and classroom management. This paper implies that both online and offline systems have obstacles in the English teaching-learning process

Culturally responsive and high‐leverage practices: Facilitating effective instruction for English learners with learning disabilities

AbstractResearch suggests that English learners (ELs) with learning disabilities (LD) may benefit from culturally responsive evidence‐based instructional approaches. ELs with LD often present with learning challenges that influence language acquisition and literacy development. One way to address the distinctive proclivities of these students is to consider the importance of culturally responsive evidence‐based instruction that can elevate student understanding and academic achievement. This article explores the integration of two theoretical frameworks: culturally responsive practices and high‐leverage practices. It then outlines the importance of teacher introspection as an instructional foundation and identifies several strategies for ELs with LD by centering instruction around linguistic assets and cultural values in combination with effective instructional practices. The article concludes with a call to action for teachers to tailor instruction based on students' cultural and language assets, in combination with effective instructional practices to enhance student learning.

How do cohesion features inform science instruction for English learners?: A comparison study of digital and printed science texts

ABSTRACT Cohesion plays an important role in science texts as their comprehension depends much on structural and textual signalling, which demonstrates the organisation of the text, the logical links of ideas, and the intended purpose of the writer. Particularly, research has shown that English learners (ELs) rely more on cohesive markers than their English-speaking peers during the reading process. To promote students’ reading comprehension in science, understanding how cohesion features are used to construct texts and providing pertinent instructions are important for practitioners. This study investigated a series of cohesion features commonly adopted in middle school science texts in the U.S. – in digital and printed texts respectively, through Coh-Metrix – and compared their frequency using Hotelling’s T-Squared test. This study is one of the pioneer studies that incorporated digital texts for cohesion analysis. Inclusion of the digital texts is meaningful as the pandemic facilitated technology uses in the U.S public school and elsewhere. Results showed that (1) commonly used cohesion features included additive connectives, 2nd person pronouns, and local referential cohesion, and (2) compared with the printed version of science texts, the digital version presented higher cohesion as indicated by index scores. The instructional implications for practitioners are discussed.

THE EFFECT OF USING ENGLISH AUTHENTIC READING MATERIALSON THE EIGHTH GRADE STUDENTS’ READING COMPREHENSION ACHIEVEMENT AT SMP SWASTA MMA UISU MEDAN

Reading is one of many ways to get information, where people can find it from television and internet. As reading dominates all activities in the English subject, the language components,namely pronunciation, grammar and vocabulary should also be learnt to support the language skills. Based on the English teacher interview result that authentic reading materials have never been used by the teachers, reading comprehension on the eighth grade students of junior high school of SMP Swasta Mma Uisu Medan so it was necessary to conduct a research in this school. The research design was quasi experimental. It began from conducting homogeneity test, deciding the experimental class and the control class, giving activities to the control class using the common technique and material usually applied by the English teacher and treatments to the experimental class that was using authentic materials in teaching reading, then giving the same post-test to both classes, and the last analyzing the results of the post test by using t-test. The result of this research The analysis of the post test results showed that there was a significant effect of using English authentic that of reading materials the experimental class got higher mean score than the control class (65, 1>57, 5) of the students’ reading achievement. Then, the result of data analysis using SPSS showed that the t-test value (2-tailed) 0.000, was less than 0.05.is expected to provide useful information for the English teacher to use interesting materials, that is, authentic materials in the English teaching learning process, especially in teaching reading comprehension, since the authentic materials have never been used at SMP Swasta Mma Uisu Medan. Key Words : Authentic Materials, reading, comprehension.

Experiential Learning in English Language Teaching: A study

In experiential learning, the importance of experience is recognized. The essential function of the learning process is that of the student's experience in experiential learning. Learning by doing, doing one's own thing, and discovering new things are all terms used to describe the process of learning via experience. Experiential learning is both a concept and a practice that encourages teachers to actively engage students in hands-on learning experiences and introspective thinking to improve students' knowledge, skills, and moral values. “An important foundation of English language instruction is based on the idea that students learn best when they work together on a topic or assignment” (Knutson, 2003). It is also significant for teachers to employ experiential learning in their English classes to combine the four language skills into real-world contexts. “In contrast to just hearing about and reading about a subject, experiential learning emphasizes first-hand contact with the material being studied. A physical component is also required for the phenomenon to be fully understood” (Brown, p.291). As Brown said, experiential learning places an emphasis on the psychomotor components of language acquisition by engaging children in physical tasks where the language is submerged and reinforced. As a result of action, learners are encouraged to use a variety of abilities.

The Role of Local Facilitators in Scaling up a Well-Specified Teacher Professional Learning Program

ABSTRACT This article reports findings that describe the role that school- and district-based facilitators play in scaling up a published mathematics professional learning program. The study included 12 local facilitators (three teacher leaders and nine staff developers with specialization in mathematics, special education, or English learner education) who were trained in the use of the program and implemented it over the course of two years. Drawing on data collected through facilitator surveys and observations, we report descriptive findings regarding their implementation of the program, their plans for sustaining and scaling up the program, and the contributions of the program to their own professional learning. Our findings show that, with appropriate support, local facilitators were able to implement the program with high fidelity. Program use contributed to local facilitators’ professional learning. We also found differences between subgroups of local facilitators, with staff developers being more likely than teachers leaders to exhibit behaviors associated with high-quality facilitation. We examine how these findings align with current conceptualizations of scale and discuss their implications for preparing and supporting local facilitators in the implementation of well-specified professional learning programs.

Students’ perception of digital media for English teaching learning

This research was to find out the students’ perception towards digital media for ELT in Purworejo Muhammadiyah University. This research generally answered the question: how is students’ perception towards digital media for ELT in Purworejo Muhammadiyah University. The researchers collected the data through a questionnaire. There were twenty-seven of fourth semester students at Purworejo Muhammadiyah University participated in this research. This research used case-study design. Descriptive analysis was used to analyze the data from questionnaire. The result of this research showed that the students had high perception on digital media as an English reading material. The mean score of the questionnaire was 3.55 which can be interpret in the “High” category. Besides there were some difficulties faced by students and teacher in using digital media, such as limited mobile phone facilities, limited internet packages, and poor signal problems.

Teaching Intercultural Communicative Competence in the Asian EFL Context: A Systematic Research Synthesis

In the 21st century, intercultural communication is inevitable owing to cutting-edge technologies and transportation. Thus, over the past decades, there has been an ever-increasing interest in and attention to intercultural communicative competence (ICC) in English language teaching and learning. This study reports findings from a systematic research synthesis of 20 empirical studies regarding learning and teaching ICC in the Asian English as a foreign language (EFL) context. The research questions incl ude: 1) In what contexts was ICC investigated?; 2) Who were the participants in the reviewed studies?; 3) What kinds of ICC topics were explored?; 4) What activities and tasks were involved in ICC teaching and learning?; 5) What suggestions are recommended for future research on ICC? The findings expand upon learning contexts, participants, ICC-related topics, activities involved in ICC teaching and learning. Furthermore, this paper provides preservice and inservice teachers with valuable insights as well as suggestions and recommendations for teaching ICC in teacher education. This systematic research synthesis would be of value in developing and improving ICC-focused teaching and learning in English education.

Code Switching In English Teaching Learning Process At Year Tenth Of State Islamic Senior High School 3 Jember

This study aims to explain the way of native teacher and non-native teachers do code switch during classroom interaction, to describe the types of code-switching, to explain the factors that cause the occurrence of code-switching, and to explain the functions of code-switching in English teaching learning process used by native teacher and non-native teacher. This study uses descriptive qualitative since this study is to analyze and find the social phenomena which are running naturally based on Hoffman theory to describe code-switching in English teaching learning process. There are three types of code-switching: inter-sentential, intra-sentential, and emblematic-switching. The result shows that all of the three types found in this study used by native teacher and non-native teacher. Furthermore, the most type used by native teacher and non-native teacher is intra-sentential code-switching. Besides, the most dominant factors that cause the occurrence of code-switching is talking about particular topic since to help the learners understand the meaning of the topic. Moreover, the most significant functions of code-switching to teachers is affective function since the teacher wanted to build intimate relations with the students and the most dominant function to students is conflict-control since the students used code-switching to avoid misunderstanding of teachers’ explanation.

Exploring linguistically responsive teaching with preservice teachers in a course on teaching English learners

ABSTRACT As the U.S. classrooms continue to become more linguistically diverse with the growing number of students identified as English learners (ELs), it becomes imperative for teacher education programmes to equip preservice teachers (PSTs) with the linguistically affirmative orientations, specialised knowledge and skills to provide equitable and inclusive instruction to this growing student population. This study investigated which elements and principles of the linguistically responsive teaching framework (LRTF) [Lucas, T., and A. M. Villegas. 2011. “A Framework for Preparing Linguistically Responsive Teachers.” In Teacher Preparation for Linguistically Diverse Classrooms: A Resource for Teacher Educators, edited by T. Lucas, 55–72. New York, NY: Routledge] were evident in an undergraduate course on teaching ELs and explored what course components were perceived influential on PSTs’ linguistically responsive orientations, knowledge and skills about ELs and teaching ELs. Findings of our study demonstrated that the elements and principles of LRTF could be integrated into teacher education courses on EL instruction to prepare PSTs to provide inclusive instruction for ELs.

“Every” Student Succeeds? Academic Trends at the Intersection of (Long-Term) English Learner and IEP Status

In this study, we describe long-term trends in students’ academic performance, documenting persistent and systematic disparities in academic outcomes across several student subgroups. We leverage administrative data from longitudinal student records to examine academic outcomes for English learners (ELs), students with Individualized Education Plans (IEPs), and dual-identified students (ELs with IEPs) enrolled in one U.S. state within the last decade, spanning the years 2009 to 2019. Adopting a lens of intersectionality and using descriptive statistics in a cohort-sequential design, we examine reclassification rates that shape the long-term EL (LTEL) subgroup. Grouping students based on whether they were (ever) identified as an EL or as having a disability, we also report on academic content (Reading/ELA and Mathematics) proficiency rates across time for these subgroups. Summarizing the records of over half a million students starting school across six years (2009–2014) and four elementary grades (K-3) nested in 24 independent cohorts, our findings show that, on average, dual-identified students’ rates of LTEL identification are almost twice that of ELs without disabilities, and that only a very small proportion of dual-identified students achieve proficiency in academic content. Our results raise questions and concerns regarding the adequacy and alignment of federal, state, district, and school-level policies and resources that govern the education of English learners, students with disabilities, and especially dual-identified students.

Pre-and in-service teacher attitudes related to English Learner instruction in the content-areas: A mixed-methods study

In this mixed methods research, we analyzed the extent to which pre- and in-service teachers' attitudes towards linguistic diversity predicted their attitudes towards English Learner (EL) content-area instruction in the United States. We also analyzed participants' open-ended responses regarding their attitudes towards EL content-area instruction. 195 pre-service (N = 136) and in-service (N = 59) teachers enrolled in university coursework participated. Multiple regression models indicated attitudes towards linguistic diversity was a significant and large contributor to participants’ attitudes towards EL content-area instruction. Qualitative analysis revealed pre-and in-service teachers differed in attitudes towards working with English Learners (ELs) in the content-areas.

Treatment of learning styles in the English teaching learning process

El objetivo del trabajo es evaluar el tratamiento a los estilos de aprendizaje en el proceso de enseñanza-aprendizaje del inglés. Mediante la aplicación de varios instrumentos se detectó que el trabajo con los estilos de aprendizaje en la enseñanza del inglés es una debilidad que presenta la carrera de Lenguas Extranjeras en la Universidad de Guantánamo. Se tomó como muestra el primer año de la carrera de Lenguas Extranjeras con una matrícula de 48 estudiantes y un profesor del año en el curso 2016-2017. El modelo utilizado para detectar los estilos de aprendizaje de los estudiantes y el profesor fue el de Programación Neurolingüística PNL de Bandler y Grinder. Para el análisis de los resultados obtenidos se tuvieron en cuenta dos elementos: el nivel de preparación del docente para el tratamiento a los estilos de aprendizaje en la enseñanza del inglés y el nivel de preparación de los estudiantes para el aprendizaje del inglés. Los resultados obtenidos en la aplicación de instrumentos como la encuesta, la entrevista y la observación a clases permitió confirmar que existe poco dominio de la lengua extranjera por parte de los estudiantes e insuficiente tratamiento a los estilos de aprendizaje de los estudiantes por parte del profesor.

THE IMPLEMENTATION OF INNOVATIVE LEARNING MODELS BASED ON 2013 CURRICULUM AT SMAN 5 JENEPONTO

The purpose of this study was to find out (1) the learning models implemented by English teachers and (2) how do the English teachers implemented of identified innovative learning models in teaching learning English at SMAN 5 Jeneponto. The subjects are 3 English teachers. The object of this research is implemented of five innovative learning models in teaching learning English. The instrument of this research is direct observation class to answer two objectives of this research.The findings of this research indicated that there were 3 innovative learning models implemented by English teachers, namely; Discovey learning, Problem-based learning, and Project-based learnin. The implementation of innovative learning models; (1) Discovey learning model, the steps are the teacher selection to the material, students to discovery and investigated of the problem, and self-analyzed the discovery data. (2) Problem-based learning, the teacher explained the material, students to find problem, students to presentation of the result, students provided reflection, and result of the investigation. (3) Project-based learning, the steps are students make a project related of material learning and solving of problem.

Multidimensional Psychological Model Construction of Public English Teaching Based on Deep Learning from Multimodal Perspective

Public English instruction focuses on language skill development while also enhancing students’ business professional knowledge and all-around ability under the direction of public English teaching objectives. From a knowledge standpoint, public English instruction contains a lot of tacit knowledge, making it appropriate for case teaching. This paper analyses the knowledge-locking factors in traditional case teaching based on deep learning from the multimodality perspective and builds a mental model to compensate for the shortcomings of the traditional case teaching. In this paper, a multidimensional psychological model is built that overcomes the limitations of conventional approaches. It is based on the multimodal feature extraction and modal selection algorithm of deep learning and multidimensional psychology in public English teaching. The method suggested in this paper outperforms the benchmark model created for the three evaluation indices and also demonstrates the benefits of multimodality. Create a fully integrated multidimensional mental model of the teaching and activity situations so that students can learn with a passion, become more engaged in practising their English, and ultimately develop the language skills required for employment.

INTEGRATION ISLAMIC VALUES IN DEVELOPING MATERIAL TROUGH FLIP BOOK AT HIGHER EDUCATION

This study was aimed at describing the integration of Islamic values in the process of learning at Higher Education. This research focus was on developing material trough Flip book which integrated Islamic values in higher education. The study was research development. This study aimed to develop learning material that was suitable for use in higher education trough flip book for higher education. This research is classified as Research and Development (RD) research with ADDIE procedures consisting of Analysis, Design, Development, Implementation and Evaluation. This research was limited to the development stage. The results of this research were performed as follows. First, the integration of Islamic values and lesson plans were done in the sections of instructional objectives and in the instructional materials. Second, the integration of Islamic values and material developments were done through several ways such as: (a) adding the exercise reflecting the Islamic values to the topic presented, (b) modifying the Islamic names of people, place and events (c) embedding the verses Al-Qur’an to the suitable materials (d) mixing Islamic expressions and the relevant English expressions with the main materials. Third, the integration of Islamic values and the English teaching learning activities were: (a) by conducting code mixing and code switching between English and the Islamic expressions, (b) linking to the topic discussed to the verses of Al-Qur’an, (c) using Islamic names for people.

Analysis of the Implementation of Character Education in English Teaching Learning at SMAN 3 Bengkulu Utara

This descriptive research was aimed to describe how the Character Education implemented by English teachers at SMAN 3 Bengkulu Utara and to find out how the teacher solve the problems during the implementation. The subjects of the research were three English teachers who teach EFL classroom at SMAN 3 Bengkulu Utara. The researcher used observation checklist to obtain the data. There were two findings of this research; (1) There were five aspects of character education implemented by English teachers in teaching English at SMAN 3 Bengkulu Utara namely; religious, nationalism, integrity, independent, and mutual cooperation. However, there were two aspects which were not implemented by all teacher, they were religious and mutual cooperation with percentage less than one hundred percent. (2) There were three ways to solve the problems during the implementation; trying to implement the character education in many chances not only in the classroom but also out of the class, asking the students’ parents to participate in the implementation of character education while the students at home, and asking the students to always become a good person wherever they go and keep in mind that “something good brings goodness”.
 Keywords : Character Education, English Teaching Learning

Post COVID-19 Learning Adaptation: Teachers’ Strategies and Innovations in Teaching English in the Post Pandemic

Limited Face-to-face Learning is a government initiative program to solve the problem of learning loss during online learning in the Covid 19 outbreaks by implementing strict health protocol procedures to prioritize student safety. This research aimed to describe the preparation for learning in the new normal period, explore the practice of limited face to face learning in English subject, and teachers’ strategies in teaching English in the post pandemic. This research used a descriptive qualitative method with a case study with the total respondents were 45 English teachers of Senior high school in Banyuwangi. The data needed was obtained through questionnaire and interview. The findings showed that the implementation of limited face to face learning had followed the government rules in the new normal period. English teaching learning process had generally been going well and was presented through several interesting strategies and fun methods, although a number of obstacles arise such as the reduction in school hours and the division of student groups or shifts in the learning process which encouraged the teachers to apply blended learning by still utilizing learning platforms in their teaching. The most favorable learning platform was Whatsapp.

Exploring Teacher's Identity in EFL Classroom: A Personal Reflection

Abstract
 The importance of teacher identities catches the interest of many scholars. teacher identities are part teacher development as educator. The priority in education has been shifted to maximize the effectiveness of teacher role through developing their identity. Thus, it is a worth conducting a research which investigates. (1) What identity are constructed by teacher in English teaching learning process? (2) What are the factors that influence teacher’s identity construction? The trajectory of this study was conducted through narrative inquiry research principles. The participants of this study were a teacher of one private university in Banjarmasin. To collect the data, semi-structured interview was administered. The collected data was analyzed through data familiarizing, decoding, and presenting the data. Finally, the result was presented descriptively. The finding of this study reveals type teacher identities in English language teaching. The data show that teacher identities includes language related identity, disciplinary identities, and context related identities. The data also show that the construction of teacher identities determines by teacher experience during teaching career and practiced-knowledge identity. Teacher experience develop through teacher trajectory of teaching. Meanwhile practiced-teaching skill cover language knowledge and pedagogic knowledge that teacher employ to help conducting effective teaching.