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Using Authentic Material and Created Material (Teacher-Made) for English Language Teaching (ELT): Benefits and Limitations 在英语教学中使用原版材料和自创材料(教师自制):益处与局限
Pub Date : 2022-12-29 DOI: 10.32505/jades.v3i2.4674
Tira Nur Fitria
This research describes authentic materials and created materials (teacher-made materials) especially their benefits and limitations in English Language Teaching (ELT). This research is library research. The researcher collects data from books and articles published in journals related to authentic material and created material. The analysis shows considerations in English Language Teaching (ELT) are whether to use authentic or created material. Authentic materials refer to manuscripts, photos, videos, and other sources that are not prepared specifically for educational purposes. Meanwhile, created materials refer to textbooks or others specifically developed as teaching materials.  In practice, two methods for teachers/lecturers use teaching materials such as adapting and adopting. Any course books or commercial textbooks can be utilized to be adapted as created materials. Authentic materials from a variety of sources that incorporate real language use also can be adopted. They also can use these two types of materials together in a language class to meet the requirements and interests of the students. But teachers/lecturers have to consider both authentic materials and created materials (teacher-made materials) related to the benefits and limitations. Teaching materials are very important for teachers and students in the learning process to improve the quality of learning. Without teaching materials, it will be difficult for teachers to increase the effectiveness of learning, and it will be difficult for students to follow the learning process in class.
本研究描述了真实材料和创造材料(教师自制材料),特别是它们在英语教学中的优势和局限性。这项研究是图书馆研究。研究人员从与真实材料和创造材料相关的书籍和期刊上发表的文章中收集数据。分析表明,在英语教学中要考虑的是使用真实材料还是使用创造材料。真实资料指的是手稿、照片、视频和其他不是专门为教育目的而准备的资料。同时,创作材料是指教科书或其他专门开发的教学材料。在实践中,教师/讲师使用教材的方法主要有适应和采用两种。任何课程书籍或商业教科书都可以用来改编为创作材料。也可以采用各种来源的真实材料,包括真实的语言使用。他们也可以在语言课堂上结合使用这两种类型的材料,以满足学生的要求和兴趣。但教师/讲师必须考虑真实材料和创造材料(教师自制材料)的好处和局限性。教材对于教师和学生在学习过程中提高学习质量是非常重要的。没有教材,教师就难以提高学习的有效性,学生也难以在课堂上跟上学习过程。
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引用次数: 4
Curriculum Approach used in Teaching English : A Case Study 课程教学法在英语教学中的应用:个案研究
Pub Date : 2022-12-29 DOI: 10.32505/jades.v3i2.4642
Elda Selja Putri, Absharini Kardena
The development and implementation of language teaching programs can be approached in several different ways, each of which has different implications for curriculum design. Indonesian schools have started modernizing their curricula by adopting a backward design that places an emphasis on students' learning outcomes in order to replace the outdated forward paradigm. They must, however, overcome a difficulty in order to achieve a beneficial alignment. This problem spurred a case study examination of the primary curriculum's objectives, syllabus, methodology, and evaluation. The results of the research indicate that the curriculum was created forward, despite claims that it was designed backward, with learning outcomes acting as program goals. In truth, the one that follows it promotes the exchange of knowledge above the development of skills. Since they still relied on information transmission, the program's learning goals were not linked with the three important components of syllabus, methodology, and assessment. The university's innovation of technique including a transfer in emphasis from the lecturer to the students was nonetheless rigidly and mechanically interpreted, and the assessment of student learning was said to be criterion-referenced without more explanation for each syllabus.
语言教学计划的发展和实施可以通过几种不同的方式进行,每种方式对课程设计都有不同的影响。印度尼西亚的学校已经开始现代化他们的课程,采用一种落后的设计,强调学生的学习成果,以取代过时的向前范式。然而,他们必须克服一个困难,以实现有益的结盟。这个问题促使对小学课程的目标、教学大纲、方法和评价进行个案研究。研究结果表明,该课程是向前创建的,尽管有人声称它是向后设计的,以学习成果作为课程目标。事实上,紧随其后的是知识的交流,而不是技能的发展。由于他们仍然依赖于信息传递,项目的学习目标没有与教学大纲、方法和评估这三个重要组成部分联系起来。大学的技术创新,包括将重点从讲师转移到学生身上,被严格而机械地解释,学生学习的评估被认为是标准参考,而没有对每个教学大纲进行更多的解释。
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引用次数: 0
The Derivational and Inflectional Morpheme in Dwayne Johnson’s Speech: Morphology Perspective 道恩·约翰逊言语中的派生语素和屈折语素:形态学视角
Pub Date : 2022-12-29 DOI: 10.32505/jades.v3i2.4451
Jimmi Jimmi, Angga Sulaeman
This research aims to discover the category of words that are taken from an object of speech. The researcher focuses on occurrence frequency and the process of words that have been used in the speech. This research applied a descriptive qualitative method. The researcher collected some words through the speech, and then continued to classify them into morphological analysis, specifically derivational morpheme and inflectional morpheme. The researcher employed the Victoria Fromkin theory to analyze the words and filter them into the derivational morpheme category and inflectional morpheme category. The results reveal the 48 words with 10 of them (21%) represent derivational morphemes. In the derivational morphemes, there are 2 words whose parts of speech do not change and 8 words that do. There are 38 inflectional morphemes (79%) that are divided into 8 categories. These 8 categories consist of 14 plural words, 9 progressive words, 8 past tense words, 2 superlative words, 2 possessive words, 2 third person singular words, and 1 past participle word.  
这项研究的目的是发现从言语对象中提取的词的类别。研究人员关注的是在演讲中使用的单词的出现频率和过程。本研究采用描述性定性方法。研究者通过演讲收集了一些单词,然后继续对其进行形态分析,特别是衍生语素和屈折语素。研究者运用维多利亚·弗罗金理论对词汇进行分析,并将其过滤为派生语素范畴和屈折语素范畴。结果表明,48个词中有10个(21%)是衍生语素。在派生语素中,词性不变的有2个,词性变化的有8个。38个屈折语素(79%)被分为8类。这8类词包括14个复数词、9个进行词、8个过去时词、2个最高级词、2个所有格词、2个第三人称单数词和1个过去分词。
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引用次数: 0
Analysis of Figurative Language and Imagery in Songs Lyric of Sam Smith’s Album ‘The Lonely Hour’ 山姆·史密斯专辑《孤独的时刻》歌词中的比喻语言与意象分析
Pub Date : 2022-12-29 DOI: 10.32505/jades.v3i2.4740
Btari Ivena Ithop, Arie Sugiyartati
This research aims to discover the category of words that are taken from an object of speech. The researcher focuses on occurrence frequency and the process of words that have been used in the speech. This research applied a descriptive qualitative method. The researcher collected some words through the speech, and then continued to classify them into morphological analysis, specifically derivational morpheme and inflectional morpheme. The researcher employed the Victoria Fromkin theory to analyze the words and filter them into the derivational morpheme category and inflectional morpheme category. The results reveal the 48 words with 10 of them (21%) represent derivational morphemes. In the derivational morphemes, there are 2 words whose parts of speech do not change and 8 words that do. There are 38 inflectional morphemes (79%) that are divided into 8 categories. These 8 categories consist of 14 plural words, 9 progressive words, 8 past tense words, 2 superlative words, 2 possessive words, 2 third person singular words, and 1 past participle word
这项研究的目的是发现从言语对象中提取的词的类别。研究人员关注的是在演讲中使用的单词的出现频率和过程。本研究采用描述性定性方法。研究者通过演讲收集了一些单词,然后继续对其进行形态分析,特别是衍生语素和屈折语素。研究者运用维多利亚·弗罗金理论对词汇进行分析,并将其过滤为派生语素范畴和屈折语素范畴。结果表明,48个词中有10个(21%)是衍生语素。在派生语素中,词性不变的有2个,词性变化的有8个。38个屈折语素(79%)被分为8类。这8类词包括14个复数词、9个进行词、8个过去时词、2个最高级词、2个所有格词、2个第三人称单数词和1个过去分词
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引用次数: 0
The Representation of Fantasy Comedy in Movie Posters Entitled Turning Red Using Semiotics Theory 用符号学理论研究电影海报中奇幻喜剧的表现——《变红》
Pub Date : 2022-12-29 DOI: 10.32505/jades.v3i2.4729
Alifania Diah Anggraeni, Devi Hellystia
This research aims to identify the representation of fantasy comedy and explain the sign system to represent the fantasy comedy that is found in Turning Red movie posters. This research was descriptive qualitative because the result was discussed descriptively. The data of this research was the signifier and signifier, verbal signs represented by the text which consists of words, phrases, clauses, and sentences on the posters, and the non-verbal signs represented by the picture. Then, the color meaning of fantasy comedy in the Turning Red movie posters. From this research, we can understand the representation of fantasy comedy about the signifier and signified using Ferdinand de Saussure’s semiotics theory, and the analysis of verbal and non-verbal signs using Gillian Dyer’s theory in the movie posters. Then, the analysis of the color meaning using Sean Adams’ theory. The findings show that this research found 98 data which are presented in three points. The first is the signifier and signified with 28 data, the second is verbal signs with 14 data, and the non-verbal signs with 44 data. The third is the color meanings with 12 data in the Turning Red movie posters.
本研究旨在识别奇幻喜剧的表征,并解释《变红》电影海报中奇幻喜剧的表征符号系统。这项研究是描述性定性的,因为结果是描述性的讨论。本研究的数据是能指和能指,以海报上的单词、短语、从句和句子组成的文本为代表的语言符号,以及以图片为代表的非语言符号。然后,幻想剧在《变红》电影海报中的色彩含义。通过本研究,我们可以用索绪尔的符号学理论来理解幻想喜剧对能指和所指的表征,用吉莉安·戴尔的理论来分析电影海报中的语言符号和非语言符号。然后,运用肖恩·亚当斯的理论对色彩意义进行分析。结果表明,本研究发现了98个数据,这些数据分为三点。第一种是能指和所指的28个数据,第二种是言语符号的14个数据,非言语符号的44个数据。三是《变红》电影海报中12个数据的颜色含义。
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引用次数: 0
The The Teacher’s EFL Practice in Implementing ELT Curriculum 教师在实施英语教学课程中的英语实践
Pub Date : 2022-06-30 DOI: 10.32505/jades.v3i1.4269
Putri Meldia, Absharini Kardena
This research is aimed at seeing how the English curriculum is implemented at Islamic Junior High School. This study employs a qualitative method: a case study. In collecting research data, observations, interviews, and document analysis become useful tools. This qualitative research used semi-structured interview questions and an observation checklist as the instruments, with an English teacher as the data source. One English teacher was involved in this study. In order to analyze the information gathered, the researchers used triangulated data. The information is then presented in a qualitative descriptive format. The findings show that while the concept of putting the 2013 curriculum into a document ; such as, syllabus and lesson plan has been well executed, teachers are having some difficulty putting it into practice in EFL classes. It could be indicated that the 2013 curriculum implementation in English subjects has been completed in written form, but the implementation in the teaching and learning process in the classroom has not been completed perfectly because the teacher is experiencing issues during the teaching and learning process and some of the challenges that an English teacher faces in implementing.
本研究旨在了解英语课程是如何在伊斯兰初中实施的。本研究采用定性方法:个案研究。在收集研究数据时,观察、访谈和文件分析都是有用的工具。本定性研究以一位英语教师为数据来源,采用半结构化访谈问题和观察清单为工具。一位英语老师参与了这项研究。为了分析收集到的信息,研究人员使用了三角测量数据。然后,这些信息以定性描述的格式呈现。调查结果表明,虽然将2013年课程纳入文件的概念;虽然教学大纲和教案执行得很好,但教师在教学实践中存在一些困难。可以看出,2013年英语学科课程实施在书面形式上已经完成,但在课堂教学过程中的实施并没有完美完成,因为教师在教学过程中遇到了一些问题,以及英语教师在实施过程中面临的一些挑战。
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引用次数: 0
An Analysis of Sentence Structure on A Game “Speak It Up!”: Systemic Functional Linguistic Study 游戏“Speak It Up!”的句子结构分析:《系统功能语言学研究》
Pub Date : 2022-06-30 DOI: 10.32505/jades.v3i1.4313
Nina Hayuningtyas, Mega Fariziah N. H
A linguistic study about Systemic Functional linguistics commonly analyzes the text in an article, journal, magazine, novel, or headline in a newspaper. However, the texts from a board game will be examined in this study. This study analyzed the mood system and sentence structure. The theories that Halliday and Matthiessen, 1992 on mood Analysis and the theory of Oshima and Hogue, 2007 are used to analyze the sentence structure. This study was qualitative research. The data are the text in every flash card in the “Speak It Up!” board game. The results of the study are, first, the declarative sentence was dominantly found in the study. Second, the results showed that the simple sentence was dominantly found. That means the language in every flash card is appropriate for children because the language is easy to understand.
关于系统功能语言学的语言学研究通常分析文章、期刊、杂志、小说或报纸标题中的文本。然而,文本从棋盘游戏将检查在这项研究。本研究分析了语气系统和句子结构。运用了Halliday和Matthiessen(1992)的语气分析理论和Oshima和Hogue(2007)的语气分析理论来分析句子结构。本研究为定性研究。数据是“说出来!”棋盘游戏。研究结果表明:第一,陈述句在研究中占主导地位。第二,结果显示,简单句占主导地位。这意味着每张卡片上的语言都是适合儿童的,因为这些语言很容易理解。
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引用次数: 0
Exploring English Teacher’s Teaching Strategies to Build Students’ Confidence to Practice Speaking English 浅谈英语教师培养学生练习英语口语信心的教学策略
Pub Date : 2022-06-30 DOI: 10.32505/jades.v3i1.3833
Tri Ilma Septiana, Sri Rahayuningsih
This study aims to explore English teacher’s teaching strategies to build students’ confidence to practice speaking English. Case study was used as research method with data collection techniques through classroom observation and interviews. The results of this study showed that the three teaching strategies (partner work, modeled talk, and story reenactment) had significant implications for students’ confidence to practice speaking English. This was reflected in various attitudes of students, namely students’ persistence and desire to practice speaking English, a high sense of optimism and learning motivation, students’ open-mindedness to receive positive feedbacks from teacher, mental and physical health state, students’ ability to adapt to subject matter in order to achieve learning objectives, as well as encouragement to become autonomous learners.  
本研究旨在探讨英语教师的教学策略,以建立学生练习英语口语的信心。本研究以个案研究为研究方法,并透过课堂观察及访谈等方式收集资料。本研究结果显示,三种教学策略(同伴练习、模式化对话和故事重演)对学生练习英语口语的信心有显著的影响。这体现在学生的各种态度上,即学生对练习说英语的坚持和渴望,高度的乐观主义和学习动机,学生接受教师积极反馈的开放心态,身心健康状况,学生为实现学习目标而适应主题的能力,以及鼓励学生成为自主学习者。
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引用次数: 0
Improving Student Participation in Online Engish Using Song Lyrics at SMAN 2 Tualang 利用歌词提高学生在线英语的参与度
Pub Date : 2022-06-30 DOI: 10.32505/jades.v3i1.3984
Yuni Hartini, Shinta Silvia
This study aimed to determine the increase in students’ engagement in English language learning through the use of song lyrics. The study was conducted in a cycle of five sessions. The study design was a Classroom Action Research (CAR) of 35 XI MIPA 4 students at SMA Negeri 2 Tualang. The instruments of this study were observation sheets and interviews. From the findings, the researchers found an increase in students’ engagement, which was characterized by more enthusiasm in teaching and learning, like collecting more homework and being on time in online learning, asking more questions, and answering the teacher's questions. At the same time, the interview results indicated that several factors affecting the active participation in online classrooms were interesting media and easy song lyrics. The English teachers, referring to students’ perspectives, were able to improve students’ engagement and interest. To conclude, the teacher’s strategy in the use of song lyric is able to make students actively participated in the online classroom and make the teaching atmosphere more lively.
本研究旨在通过歌词的使用来确定学生在英语语言学习中的参与度。这项研究以五次为周期进行。本研究的工具为观察单和访谈。从研究结果来看,研究人员发现学生的参与度有所提高,其特点是对教学和学习更有热情,比如收集更多的家庭作业,按时在线学习,提出更多的问题,回答老师的问题。同时,访谈结果表明,影响网络课堂积极参与的几个因素是有趣的媒体和简单的歌词。英语老师从学生的角度出发,提高了学生的参与度和兴趣。综上所述,教师在歌曲歌词使用上的策略能够使学生积极参与到网络课堂中,使教学氛围更加活泼。
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引用次数: 0
The Implementation of Telling a Story and Storytelling Video on Students’ Motivation in Learning English “讲故事”与“讲故事视频”对学生英语学习动机的影响
Pub Date : 2022-06-30 DOI: 10.32505/jades.v3i1.4303
Rezky Uspayanti, Wahyuniar, Ray Suryadi
This research aimed to find out the students’ motivation in learning English with the use of storytelling. The research was categorized as descriptive qualitative research. The research was done in Junior High School YAPIS Merauke which focused on eighth grade in 2021. The sample was chosen by using cluster random sampling. The sample focused on VIII. A which consisted of 21 students. The data was taken through observation using an observation checklist and interview.  The observation checklist included 20 statements and the interview included 8 questions related to motivation and storytelling. The result of observations and interviews showed that the students' motivation increased in learning English. For treatment step, students were motivated to ask and respond to the questions given. Thus, most students enjoy learning English through videos, students are interested in the teaching materials provided, and some students understand the material better by presenting using videos, concluding the material, and understanding by presenting the material through the zoom application. In addition, by telling stories, most students are more flexible in retelling the contents of the story and they are also motivated by using such a way.
本研究旨在通过讲故事的方式来了解学生学习英语的动机。该研究被归类为描述性定性研究。这项研究是在YAPIS Merauke初中进行的,重点是2021年的八年级。样本选择采用整群随机抽样。样品聚焦于VIII。A由21名学生组成。数据采用观察表和访谈法进行观察。观察清单包括20个陈述,访谈包括8个与动机和讲故事有关的问题。观察和访谈的结果表明,学生学习英语的动机有所提高。在治疗步骤中,学生被激励去问和回答所给的问题。因此,大多数学生喜欢通过视频学习英语,学生对所提供的教材感兴趣,一些学生通过视频演示、总结材料、通过缩放应用程序演示材料来更好地理解材料。此外,通过讲故事,大多数学生在复述故事内容时更加灵活,并且他们也因此受到激励。
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引用次数: 0
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JADEs Journal of Academia in English Education
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