English Teaching-learning Process Research Articles

TikTok: How the Application Became the Motivation for Online Learning for EFL Students During the COVID-19 Pandemic in Indonesia

This research aims to determine whether the social media application TikTok effectively increases the motivation for English as a Foreign Language (EFL) students to learn English using senior high school students in Tangerang, Indonesia, for the study. As 2022’s sixth most often used social media application in the world, TikTok provides many features that can be easily used for teaching and learning EFL. As a result, the researchers chose TikTok as a medium in the English teaching-learning process. A quantitative approach using a quasi-experimental design and data collection through pre-tests and post-tests was used by the researchers along with quantitative descriptive research used in the data analysis, normality test, homogeneity test, and hypothesis testing (Mann-Whitney U). The results can be seen from the pre-test and post-test analysis using the Mann-Whitney U test, namely sig < 5% (0.000 < 0.05), and H0 was rejected which means that there is a significant difference in students’ motivation when learning English between the experimental class who were taught using the TikTok application and the control class students who were not taught using TikTok.

English Teacher Perception of Implementation Kurikulum Merdeka in English Teaching Learning Process

English Teacher Perception of Implementation Kurikulum Merdeka in English Teaching Learning Process

The Perceptions of Teachers Regarding Digital Literacy and The English Teaching Learning Process

<p><span class="fontstyle0">The study intends to show how teachers perceive their students' progress in studying English during and after the pandemic and their digital literacy abilities. The research was conducted utilizing a case study qualitative methodology, which involved interviewing four English instructors at private junior high schools in Bandung City in addition to surveying a population and a sample of 15 English teachers. The study's findings demonstrate that: 1) The teacher can effectively convey the fundamentals<br />of digital literacy, including its components—understanding, skills, and initiatives to raise awareness and proficiency—in these areas. 2) The teacher can adequately describe the process of learning English during a pandemic, taking into account the learning design, problems, and benefits of learning during a pandemic, as well as the effects of digital literacy on the process. 3) The teacher is able to plan the English learning process that will take place once the pandemic is over, taking into account learning challenges after the pandemic, the effects of digital literacy on the learning process after the pandemic, and the effects of learning during the pandemic on the learning process after the pandemic.</span> <br /><br /></p>

Code Switching in English Teacher Instruction: A study of the Teacher Language in English Classroom and Its Implications for Indonesian Students Language Education

Teaching English in Indonesia is not the same as teaching English in a country where English is the native language. The teacher should make sure the students understand the explanation or instruction from the teacher. In the foreign language classroom, code switching is naturally occurring to make the teaching learning process run smoothly. Therefore, this study aimed to explain the function of code switching, students perceptions of the teacher’s code switching, and the effect of teacher’s code switching practices on students’ understanding in the teaching learning process. It was conducted at SMAN 9 Palu by using descriptive qualitative as the method. The researcher used observation, questionnaire and interview to get the data. The results of the study showed that first, there were three functions of code switching used by the teacher proposed by Sert (2005), those are topic switch, affective function, and repetitive function. Second, most of the students had positive perceptions about students' understanding and students' feelings during learning with code switching used by the teacher. Third, code switching used by the teacher in teaching learning English process provides a positive effect in providing a positive learning environment, and facilitating students with low level of second language proficiency
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 Keywords: Code switching, English classroom, teacher instruction

How did the Teachers Talk? Investigating Politeness Strategies in Teachers’ Utterances during Classroom Interactions in English Subject

<p>Analyzing politeness strategies in classroom interaction can reveal the communications between teachers and students during classes. Furthermore, it can reflect the relationship of both parties and thus can be used as a mean to improve the quality of the teaching-learning process. This research is conducted to analyze the types of politeness strategies found in the teachers’ utterances in English teaching-learning process. Observations are conducted in two English classes at one of public schools in Karanganyar, Central Java, Indonesia. The subjects of the research are two English teachers. The data were analyzed using data reduction, data display, conclusion, and verification. The data were classified under the theory of politeness strategies as proposed by Brown and Levinson. The results revealed that the English teachers performed four types of politeness strategies with a total of 239 data. The different dominant politeness strategies from the two teachers showed that the intentions aimed by the teachers in classroom interactions are different. The first teacher showed the use of bald on record strategy as the dominant strategy showing the emphasis on directness and the use of simple utterances. Meanwhile, the second teacher tended to use politeness strategy to show closeness and friendliness to the students.</p>

The effects of using pictograms during the English teaching-learning process in primary school

In the realm of Primary English as a Foreign Language (EFL) education, educators often encounter diverse difficulties in conveying instructions and facilitating student learning. This study recognizes the significance of employing visuals and straightforward language to enhance the teaching-learning process. Within this context, pictograms emerge as a valuable and innovative resource for EFL teachers, particularly in teaching English to children. The aim of this is to investigate the effect of pictograms on English education in primary schools. To achieve a comprehensive understanding, a slight adjustment to the class methodology was made. To operationalize this approach, a pre- and post-test, a survey, and an open-ended questionnaire were administered to collect data, facilitating a clear analysis. The first questionnaire involved three teachers who serve as heads of the English department, the survey included responses from nine primary English teachers, and the pre- and post-test garnered results from 39 primary school students. Results elucidate students’ performance, and teachers’, and heads of the English department’s perceptions of how the use of pictograms influences vocabulary acquisition, engagement, motivation, reading comprehension, and language production in English teaching and learning. By reordering the methodology and refining the ideas, the study may provide a clearer and more effective exploration of the impact of pictograms on English education in primary schools.

The impact of Classical Education techniques, drilling and teacher-led discovery, on speaking accuracy in 8th-grade students

This research paper examines the effectiveness of Classical Education in the teaching-learning process of English in a private institution in Cuenca. The primary objective of this action research piece is to analyze the learning progress of the students in teacher-centered lessons in which drilling, and teacher-led discovery techniques were used. The research employs a qualitative approach given that it is the report of an action research study carried out in two cycles in the context in which the researcher is currently working. After implementing a diagnostic, a need was encountered and the previously mentioned techniques (i.e. drilling and teacher-led discovery) were implemented to see whether or not they could be useful. Data were collected by combining data collection tools such as semi-structured observation, rubrics, diagnostic tests, and summative assessment. Through the implementation of two classical education-derived techniques mentioned before, it was found that 73.68% of students successfully addressed challenges in conjugating the simple present tense affirmatively in speaking exercises, with 39.47% demonstrating proficiency in negative conjugations during freer oral practice.

Variation Language Content Analysis Book (A Need Analysis Study)

<div class="WordSection1"><p>This research aims to analyse whether the “Contrastive Linguistic and Error Analysis Book” is considered relevant to the SDGs criteria. The success of the English teaching learning process will also be encouraged by the application of instructional material. Most language programs rely heavily on teaching materials. Created material is one of the materials in a university. In this research, the writers used qualitative descriptive method. Then, the students who learned Contrastive Linguistics and Error Analysis (CLEA) and the lecturers who have taught CLEA were chosen to be the participants. The instruments used in this research were questionnaires both from student’s perspective and lecturer’s perspective. Student’s questionnaire consisted of 20 questions, and lecturer’s questionnaire consisted of 12 questions. The data collection was taken from 55 students and 8 lecturers who were given the questionnaire. Based on the results and discussion, it shows that dimension of “suit environment” from the lecturer’s perception, that the text in CLEA book is no longer suitable for this global era. Considering with Sustainable Development Goals, the CLEA textbook syllabus needs a revisiting to insert the SDGs theme in its reading text that is related with the 17 goals, such as: quality education, no poverty, zero hunger, gender equality, climate action, and many more. Since syllabus is guidance in achieving the learning objectives, it needs revisiting gradually to pursue the developing situation. The revisiting syllabus should consider both student and teacher as the practitioners of teaching and learning process. Hopefully by inserting the SDGs theme in the CLEA syllabus, student and teacher can be engaged together in creating a better life in the community.</p></div>

The Effect of Applying English Authentic Reading Materials on The Eleventh Grade Students’ Reading Comprehension Achievement at SMAN 1 Tanjungbalai


 
 
 
 Reading is one of many ways to get some informations. We can find it in many things, such as books, internet, etc 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 eleventh grade students of senior high school of SMAN 1 Tanjungbalai. 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 SMAN 1 Tanjungbalai.
 
 
 

Integrating the Web in the English Language Teaching-Learning Process: A Case Study in Text Analysis, 2nd Course, English Branch

E-learning has changed the perception of the world and influenced many areas of human social
 activity. It offers many new pedagogic opportunities and challenges in the teaching-learning process in Higher Education. Based on that, the integration of websites in the English acquisition process is important in the variety of interactive activities for improving the understanding of the English language and the communication of students in different subjects. This article analyses the integration of websites in the English teaching-learning process and examines the extent that technology-enhanced teaching and learning and its integration with coursebooks, make students benefit from language acquisition. This paper is focused on a case study with a group of 12 English language students, at the University of Korça. It focuses on how the web can be interlaced with the Text Analysis coursebook, by integrating four language skills, to improve overall language comprehension. The empirical descriptive qualitative research is applied to offer a lesson observation and description of applied learning experiences, such as collaborative learning with technology and the use of technology in communication. To gain an in-depth result, quantitative research is applied based on a focus-group online questionnaire with the students to see how web integration develops cognitive learning and how it facilitates learning and memory through speaking, listening, reading, and writing new knowledge found on the web, at different time intervals. Based on students’ perceptions it is seen how the websites may be a means of entertainment and motivation in acquiring new concepts in the subject of Text Analysis.

Korelasi antara Tingkat Kreativitas dan Hasil Belajar Bahasa Inggris Mahasiswa Politeknik Maritim Negeri Indonesia

As an international language, English is studied at various levels of education in Indonesia. In English teaching learning process, there are many factors that influence the outcome, one of which is the learner's factor. Creativity is a learner psychological aspect that has an important role. This research sought to identify the correlation between the learners’ creativity level and their Englih learning outcome. This quantitative research involved a research population of the learners from engineering study program during the 2022/2023 academic year. There were 47 students in the study program, thus the total sampling technique was used. The instrument for assessing learners' creativity level and their English scores were used to obtain the required data. The data were then analyzed using the Pearson Product Moment formula. The results of inferential statistical analysis using SPSS version 26 software obtained a correlation coefficient of (r = 0.96, p <0.001). This indicates that between the two variables being discussed (creativity level and English learning outcome) have a positive and significant correlation. The implications of the results from this research are discussed in detail in this article.

Teaching English to Young Learners (TEYL) at Elementary School

Teaching young learners is quite challenging and teachers need to be creative. This research aims to investigate the material used in English teaching-learning process for young learners in 5th grade 5A and 5B classes and in 6th grade 6A and 6B classes of an Elementary school of SDN 2 Kekeri in West Lombok, West Nusa Tenggara Province. The subjects of the study were a teacher and her students. To find the data in question research, the research used two types of instruments that are checklist observation and score rubric. The result shows there are four materials that most student teachers used to practice reading, writing, listening, and speaking English through games, worksheets, and role-plays, such as slides, songs, photographs, and drawings. It was found that their average score of 88.25 in 5th grade and an average score of 88.36 in 6th grade. Thus, it can be concluded that their English is in very well category.

An Analysis Of Code-Mixing Used By A Lecturer In English Class

This research aims to find out the types of code-mixing used by the lecturer in English class. This research used both Qualitative methods. The subject in this research is the lecturer and the first yearof science students at CokroaminotoPalopo University. The instruments of this research are observation sheet and recorder. The result of this research shows that there are three types of code-mixing found in the lecturer’s utterances during the English teaching-learning process. They are Intra sentential, intra lexical, and involve a change of pronunciation and the results showed that the most frequent is intra sentential.

Developing “Reverb English” Textbooks for Kindergarten Students: Is It Effective?

English is one of the foreign languages taught in Indonesia. It has separated curriculum from other subjects which are taught in primary, secondary, and high schools by using English textbooks. However, English textbooks are limited to be developed in Kindergarten area. Therefore, this research conducted and aimed to develop adequate English textbooks based on Kindergarten syllabus which are annual and semester programs by the school. The researcher took the group A and B learners of Kindergarten students at TK Negeri Pembina 1 Malang year 2021/2022. The researcher involved 70 students as the participants. Research and Development (R&D) was conducted in this research with the ADDIE model. The instruments of the research were observation and interviews both teacher and students. The data analysis was obtained from the expert validation checklist also the transcription of the result from the interview with both teachers and students. Findings indicate that “Reverb English” textbooks are feasible and effective during the English teaching-learning process in the classroom for kindergarten students. It can help them to learn faster by visualizing the pictures and words in the book.

A didactic tool for updating the teaching-learning process of English as a foreign language

The teaching-learning process is a binomial in constant change due to its actors and contexts. Therefore, this process requires an update to respond to students’ needs according to their learning styles. Given this situation, the objective of this study is to know if TikTok, as a didactic tool, can contribute to said educational update and develop oral skills since it centers on communicative competence. Regarding the methodology, the descriptive quantitative approach took place on a 50-student sample enrolled in an extracurricular course. The findings provide contributions of a theoretical nature since they characterize TikTok as a didactic tool to update the English teaching-learning process with an innovative, participatory, and collaborative methodology with motivational features and ubiquitous learning. Besides, it contributes to oral skills development through the construction of knowledge, interpersonal relationships, discursive and sociocultural skills development, and the promotion of positive attitudes towards work (commitment).

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

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.

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.

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.

An Analysis of Code-Mixing Used by the Lecturer at Universitas Cokroaminoto Palopo

This research aims to find out the types of code-mixing and student’s perception on code-mixing used by the lecturer in English class. This research used both Qualitative and Quantitative methods. The subject in this research are the lecturer and the first year of science students at Cokroaminoto Palopo University. The instrument of this research are observation sheet, recorder, and questionnaire. The result of this research shows that (1) There are three types of code-mixing found in the lecturer’s utterances during the English teaching-learning process. They are Intra sentential, intra lexical, and involve a change of pronunciation and the results showed that the most frequent is intra sentential. (2) Regarding students’ perception of code-mixing, the researcher found that most students agreed to the use of code-mixing in the English teaching-learning process in the first year of science student at Cokroaminoto Palopo University because code-mixing can make their communication with their lecturer more effective.