Damar Isti Pratiwi, A. Zulkarnain, Ilham Satrio Utomo
Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context
{"title":"Game-Tailored Instruction Run by A Foreign English Teacher: Are the Students Engaged and Motivated?","authors":"Damar Isti Pratiwi, A. Zulkarnain, Ilham Satrio Utomo","doi":"10.33603/RILL.V4I2.4383","DOIUrl":"https://doi.org/10.33603/RILL.V4I2.4383","url":null,"abstract":"Motivating students to speak in the classroom is a daunting task faced by many language teachers worldwide (Ulla, 2020). However, investigation reporting motivation among EFL class taught by foreign teachers are rarely revealed. Thus, this study investigates English speaking class taught by a foreign English teacher and students motivation during the program. The participants were freshmen in the academic year of 2019/2020 (N=48). It was conducted on the bridging time of the 1st and 2nd semester (January March 2020). This study applied observation class and a survey method to collect the data. The observation class revealed the method and strategy used by a foreign English teacher, while the survey utilized a 5-scale Likert questionnaire. The results showed that the teacher implemented several game-based strategies in class combined with topic based on the context. The survey acknowledged that the students had high motivation in speaking English. These results shed light on the speaking class design and material in engaging students learning motivation which has to be fun, interesting and fit with the context","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-07-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69456454","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Enur Nuraeni Rimayah, A. Rozak, Dede Endang Mascita
This study is aimed at describing secondary school students attitudes and behaviors in collaboratively writing short story. Collaborative writing is used to identify indicators of collaborative activities. Designing a case study, one class of private secondary school that joined writing class participated in this study. Classroom observation and interview were employed to gather the data. The findings suggest that collaborative writing is conducted in five ways: active participation, productive collaboration, flexible and compromised works, good writing management, and respectful works. This research has implication in classroom writing to be promoted in the secondary school in Indonesia
{"title":"Students� attitudes and behaviors in collaborative writing: A case in an Indonesian secondary school","authors":"Enur Nuraeni Rimayah, A. Rozak, Dede Endang Mascita","doi":"10.33603/RILL.V4I1.4515","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.4515","url":null,"abstract":"This study is aimed at describing secondary school students attitudes and behaviors in collaboratively writing short story. Collaborative writing is used to identify indicators of collaborative activities. Designing a case study, one class of private secondary school that joined writing class participated in this study. Classroom observation and interview were employed to gather the data. The findings suggest that collaborative writing is conducted in five ways: active participation, productive collaboration, flexible and compromised works, good writing management, and respectful works. This research has implication in classroom writing to be promoted in the secondary school in Indonesia","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42857419","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims at developing Supplementary English Material to fulfil the students needs toward the material at midwifery academy using Project-based Learning (PBL). This research uses Design Based Research (DBR). It is conducted in four steps, i.e. analysis of the practical problem, product development, try out of the product development and reflection. The findings show that the existing English materials contain general English material and it is less specific to be used for the students of midwifery study program. The supplementary project book contains theoretical theories of ESP and PBL. The prototype is validated and reviewed by two experts in English Language Teaching (ELT) and expert of Midwifery. To get the feasible product, the prototype was tried to be implemented three times in the classroom. Through observation, questionnaire, and focus group discussion that involved the researcher, the instructor, and students, the draft is finalized. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of midwifery study program. It is expected that the module can give some contribution and improvement for English teaching and learning.
{"title":"Designing ESP materials from social semiotic perspective: A design-based approach","authors":"Hikmah Pravitasari, Nurhadianty Rahayu","doi":"10.33603/RILL.V4I1.4364","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.4364","url":null,"abstract":"This research aims at developing Supplementary English Material to fulfil the students needs toward the material at midwifery academy using Project-based Learning (PBL). This research uses Design Based Research (DBR). It is conducted in four steps, i.e. analysis of the practical problem, product development, try out of the product development and reflection. The findings show that the existing English materials contain general English material and it is less specific to be used for the students of midwifery study program. The supplementary project book contains theoretical theories of ESP and PBL. The prototype is validated and reviewed by two experts in English Language Teaching (ELT) and expert of Midwifery. To get the feasible product, the prototype was tried to be implemented three times in the classroom. Through observation, questionnaire, and focus group discussion that involved the researcher, the instructor, and students, the draft is finalized. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of midwifery study program. It is expected that the module can give some contribution and improvement for English teaching and learning.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47097190","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This present study reports on how teacher gives feedback on oral presentation in an EFL classroom. Observation sheet deployed feedback on oral presentation given by teacher in classroom. Data analysis discovered that the teacher concerned on giving comments in pronunciation, paraphrasing, and power point design. In addition, the analysis showed that students had good encouragement in doing oral presentation.
{"title":"Engaging student-teachers in English oral presentation: A teacher�s feedback","authors":"Kusrin Kusrin, M. Pahlevi, Siti Nursanti","doi":"10.33603/RILL.V4I1.4214","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.4214","url":null,"abstract":"This present study reports on how teacher gives feedback on oral presentation in an EFL classroom. Observation sheet deployed feedback on oral presentation given by teacher in classroom. Data analysis discovered that the teacher concerned on giving comments in pronunciation, paraphrasing, and power point design. In addition, the analysis showed that students had good encouragement in doing oral presentation.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47209512","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This case study is aimed to describe the implementation of VOA learning English materials for listening class. Twenty-one participants involved in this study were selected based on the teacher's recommendation and the level of English proficiency, especially in listening. The data were collected using a listening test, fieldnote, and questionnaire. Based on the analysis, it revealed that students' listening scores do not reach the criterion standard of the school; it still categorized low. However, the implementation of VOA engages the students to actively participate in listening activities. They also highly motivated to learn English and to have more practice in listening comprehension. Further, the students give positive responses to the use of video taken from the VOA Learning English program to improve their listening skills. As a consequence, the teacher needs to upgrade their ability to use technology and able to select appropriate materials for the students.
{"title":"VOA Video Materials for Listening Class: An Attempt in Engaging Students' Listening Skills","authors":"Anita Fatimatul Laeli","doi":"10.33603/RILL.V4I1.3980","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.3980","url":null,"abstract":"This case study is aimed to describe the implementation of VOA learning English materials for listening class. Twenty-one participants involved in this study were selected based on the teacher's recommendation and the level of English proficiency, especially in listening. The data were collected using a listening test, fieldnote, and questionnaire. Based on the analysis, it revealed that students' listening scores do not reach the criterion standard of the school; it still categorized low. However, the implementation of VOA engages the students to actively participate in listening activities. They also highly motivated to learn English and to have more practice in listening comprehension. Further, the students give positive responses to the use of video taken from the VOA Learning English program to improve their listening skills. As a consequence, the teacher needs to upgrade their ability to use technology and able to select appropriate materials for the students. ","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"69456444","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.
{"title":"\"How Do You Work Out This Zoom Classroom?\": Pre-service English Teachers� Challenges and Expectations During Transition to Online Teaching Practicum","authors":"G. Gustine","doi":"10.33603/RILL.V4I1.4301","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.4301","url":null,"abstract":"The role of teaching practicum for pre-service teachers in significant and an integral part in many teacher education programs. Against this backdrop, the challenges and expectations from pre-service English teachers during the online teaching practicum, as the result of Covid-19 physical and social distancing, have not been explored well. This qualitative case study research is expected to shed lights on the expectations and challenges faced by pre-service English teachers who conducted their teaching practicum online during the Covid-19 pandemic. Data were generated from individual and focus group interview with nine pre-service English teachers who were all conducting their online teaching practicum period from February-July 2020. Result showed that the challenges pre-service English teachers faced were lack of pedagogical knowledge in how to teach in online class environment and lack of knowledge in online assessment. To solve these problems, pre-service teachers expect a strong support and assistance from both school teachers and university supervisors in terms of improving their knowledge and skills in using appropriate Information Communication Technology in the class.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44149777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims to investigate how teachers and young learners use realia in a private English course in the Indonesian context and to explore the viewpoints of teachers on using realia for young learners learning English. To gather the data, this study employed a qualitative research method with interpretivism paradigm. Three English teachers in a private English course involved in this study. To gain rich data, interviews with three English teachers and observations in Kids classes were conducted. Two themes emerged for research question 1 were realia is used to teach vocabulary and realia is used to assess students understanding. Three emerging themes for research question 2 were realia helps students engaged in learning process, realia helps students maximize their multi-sensory English learning experience, and realia increases students communication skill. Implications and recommendations were provided and further elaborated based on the results of the study.
{"title":"An exploration on the use of realia-mediated instruction for teaching English for young learners","authors":"S. Sitepu, L. Kurniawati","doi":"10.33603/RILL.V4I1.4216","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.4216","url":null,"abstract":"This study aims to investigate how teachers and young learners use realia in a private English course in the Indonesian context and to explore the viewpoints of teachers on using realia for young learners learning English. To gather the data, this study employed a qualitative research method with interpretivism paradigm. Three English teachers in a private English course involved in this study. To gain rich data, interviews with three English teachers and observations in Kids classes were conducted. Two themes emerged for research question 1 were realia is used to teach vocabulary and realia is used to assess students understanding. Three emerging themes for research question 2 were realia helps students engaged in learning process, realia helps students maximize their multi-sensory English learning experience, and realia increases students communication skill. Implications and recommendations were provided and further elaborated based on the results of the study.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46865861","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research was carried out to develop a prototype of a local content-based audio media for teaching listening in English as a Foreign Language (EFL) for senior high school level. The research was conducted under two research questions i.e. What are the learning needs of Senior High Schools students for EFL listening media? How was the Bantenese local content-based media for listening developed? Design based Research was employed to conduct the study. Semi-structure interview and open-ended questionnaire were conducted to collect information about the students needs for listening in EFL teaching and learning activities. To figure out how the process of media development was done, an open-ended questionnaire was administered to students and to teachers in order to assess the quality of the media. Additionally, material and media expert validations were done. Data analysis revealed that first; the students needed Bantense folk tales local content-based audio media for listening materials in EFL classrooms in order to build their local cultural awareness. Second, the audio media was developed by adopting bottom-up approach undergoing iterative processes i.e. the phases of analysis of practical problem, the phases of media development, and testing and refinement phase, and reflection phase. The development processes yielded three products i.e. teacher handbook, student handbook, and MP3 listening materials which accommodates Bantenese folk tales. In conclusion, developing a local-content based learning media aiming at developing students awareness of their local culture and identity could be done through developing a teaching and learning media that addresses the students learning needs and be in accordance with English current curriculum adopted at schools.
{"title":"Designing Bantenese EFL listening media to develop senior high school students� local cultural awareness","authors":"D. Rachmawati, Oktania Cinanti Murti","doi":"10.33603/RILL.V4I1.4262","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.4262","url":null,"abstract":"This research was carried out to develop a prototype of a local content-based audio media for teaching listening in English as a Foreign Language (EFL) for senior high school level. The research was conducted under two research questions i.e. What are the learning needs of Senior High Schools students for EFL listening media? How was the Bantenese local content-based media for listening developed? Design based Research was employed to conduct the study. Semi-structure interview and open-ended questionnaire were conducted to collect information about the students needs for listening in EFL teaching and learning activities. To figure out how the process of media development was done, an open-ended questionnaire was administered to students and to teachers in order to assess the quality of the media. Additionally, material and media expert validations were done. Data analysis revealed that first; the students needed Bantense folk tales local content-based audio media for listening materials in EFL classrooms in order to build their local cultural awareness. Second, the audio media was developed by adopting bottom-up approach undergoing iterative processes i.e. the phases of analysis of practical problem, the phases of media development, and testing and refinement phase, and reflection phase. The development processes yielded three products i.e. teacher handbook, student handbook, and MP3 listening materials which accommodates Bantenese folk tales. In conclusion, developing a local-content based learning media aiming at developing students awareness of their local culture and identity could be done through developing a teaching and learning media that addresses the students learning needs and be in accordance with English current curriculum adopted at schools.","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46163709","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
For decades, questioning about effective method in a teaching learning process has been considered consistently in educational research. The existence of revised curricula forces teachers to renew or improve the teaching method used refers to the current edition. In fact, the teachers keep their teaching method caused of several concerns. Considering to the current issues, this study aims to investigate the teaching method applied by student teacher during teaching practicum, whether they tend to use modern or traditional teaching method. The participants of this study is ten learners of the eight grader at junior high school whose teacher is student teacher that conducting teaching practicum in their class. Since it is case study, student observation checklist and semi-structured interview were applied in gaining the data. The result revealed that the teaching method used by student teacher is modern method, even though; she combined it with conventional method incidentally
{"title":"How do pre-service teachers deliver their instruction during teaching practicum?: Voice from EFL classrooms","authors":"Dwiniasih Dwiniasih, I. Khumaeroh","doi":"10.33603/RILL.V4I1.3958","DOIUrl":"https://doi.org/10.33603/RILL.V4I1.3958","url":null,"abstract":"For decades, questioning about effective method in a teaching learning process has been considered consistently in educational research. The existence of revised curricula forces teachers to renew or improve the teaching method used refers to the current edition. In fact, the teachers keep their teaching method caused of several concerns. Considering to the current issues, this study aims to investigate the teaching method applied by student teacher during teaching practicum, whether they tend to use modern or traditional teaching method. The participants of this study is ten learners of the eight grader at junior high school whose teacher is student teacher that conducting teaching practicum in their class. Since it is case study, student observation checklist and semi-structured interview were applied in gaining the data. The result revealed that the teaching method used by student teacher is modern method, even though; she combined it with conventional method incidentally","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42073284","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims at identifying the semantic changes in the translation of euphemism and dysphemism of news text of Tempo Magazine. This research used a descriptive qualitative method and took the data from bilingual Tempo Magazine edition 2019 with Indonesian in a source language and its translation into English. The result shows that 6 types of semantic change occur in the translation of euphemism and dysphemism of Tempo Magazines such as semantic broadening, semantic narrowing, semantic metaphor, semantic pejoration, semantic amelioration, and semantic metonymy. When euphemism or dysphemism are translated into the same categories, they undergo semantic broadening, narrowing, metonymy or metaphor. While semantic change pejorations occur when euphemism is translated into dysphemism and semantic change ameliorations occur when dysphemism is translated into euphemism. Even though there are changing of the meaning from the earlier one to the new one in the translation of euphemism and dysphemism, the sense relation still tied the words up so they still have a relation between them
{"title":"SEMANTIC CHANGES IN TRANSLATION OF EUPHEMISM AND DYSPHEMISM IN TEMPO MAGAZINE","authors":"Ni Putu Ariani, N. L. S. Beratha, N. Malini","doi":"10.33603/rill.v3i2.3255","DOIUrl":"https://doi.org/10.33603/rill.v3i2.3255","url":null,"abstract":"This research aims at identifying the semantic changes in the translation of euphemism and dysphemism of news text of Tempo Magazine. This research used a descriptive qualitative method and took the data from bilingual Tempo Magazine edition 2019 with Indonesian in a source language and its translation into English. The result shows that 6 types of semantic change occur in the translation of euphemism and dysphemism of Tempo Magazines such as semantic broadening, semantic narrowing, semantic metaphor, semantic pejoration, semantic amelioration, and semantic metonymy. When euphemism or dysphemism are translated into the same categories, they undergo semantic broadening, narrowing, metonymy or metaphor. While semantic change pejorations occur when euphemism is translated into dysphemism and semantic change ameliorations occur when dysphemism is translated into euphemism. Even though there are changing of the meaning from the earlier one to the new one in the translation of euphemism and dysphemism, the sense relation still tied the words up so they still have a relation between them","PeriodicalId":33592,"journal":{"name":"Research and Innovation in Language Learning","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47343217","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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