The research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others.
{"title":"Teacher’s Directive Speech Acts at Kindergarten School","authors":"Kharisma Puspita Sari","doi":"10.21580/vjv7i12735","DOIUrl":"https://doi.org/10.21580/vjv7i12735","url":null,"abstract":"The research is field research with descriptive qualitative research. The research aims to determine and investigate the teacher's directive speech acts at kindergarten school. The research investigates a teacher in a day of teaching-learning activity at kindergartenschool. Deeply, the research investigates a whole sequence of activity in the class. Actually, there are 6 sessions of the learning activity determined such as; 1) forming in line, 2) circle time, 3) praying up, 4) learning activity, 5) take a rest, 6) learning evaluation and review, 7) praying up, 8) singing a song, 9) closing session. From this sequence of activities, there are three types of directive speech acts which is often used by teacher at certain kindergarten school like requests, requirements, and questions. Specifically, there are several types of directive speech acts in details used by the teacher such as asking, interrogating, inquiring, invite, command, order, hope, suggest, prohibit, advice, and others.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"18 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90050477","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 paper is a case study on teaching writing through the Facebook group in EFL class which is intended to examinethe students' perceptions on the use of the Facebook group in teaching and learning EFL writing. Descriptive qualitative by conducting closed-ended questionnaire to 17 students at the twelfth grade of SMAN 2Ciamis which were selected purposively as the respondents. The findings asserted that the students' perceptions toward the use of Facebook group in teaching and learning EFL writing showed the positive influence that the application of Facebook group gave positive effects to the students, it motivated and made the students enjoy in learning writing.
{"title":"Students’ Perception in Teaching Writing through Facebook Group in EFL Class","authors":"Lilies Youlia Friatin","doi":"10.21580/vjv7i12739","DOIUrl":"https://doi.org/10.21580/vjv7i12739","url":null,"abstract":"This paper is a case study on teaching writing through the Facebook group in EFL class which is intended to examinethe students' perceptions on the use of the Facebook group in teaching and learning EFL writing. Descriptive qualitative by conducting closed-ended questionnaire to 17 students at the twelfth grade of SMAN 2Ciamis which were selected purposively as the respondents. The findings asserted that the students' perceptions toward the use of Facebook group in teaching and learning EFL writing showed the positive influence that the application of Facebook group gave positive effects to the students, it motivated and made the students enjoy in learning writing.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"54 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75556096","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}
Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention. Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills. Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.
{"title":"Developing Students’ Participation in a Mixed-levels Reading Class via Cooperative Integrated Reading and Composition (CIRC)","authors":"Endang Sulistianingsih","doi":"10.21580/vjv7i12200","DOIUrl":"https://doi.org/10.21580/vjv7i12200","url":null,"abstract":"Students, especially at the higher level need to bean efficient reader to comprehend somereading materials from varied sources associated with their studies. Teaching reading becomes not easy sincethe teacher has to face the problems on how to teach reading in a mixed-levelsreading class? How can all students become motivated more active in reading class? How to promote cooperation among students with divergent competency and motivation? To address such questions, this paper demonstrates how reading skill, participation, and cooperation can be developed through CIRC. The research was a case study where quantitative and qualitative were mixed. The participants of this research were students of communication studies at the Social and Political Science Faculty in higher education. Eighteen students participated in this research. The participant was took using saturation sampling. The data was collected through observation to determine students’ participation and reading comprehension test to measure the student’s reading comprehension level.CIRCwas used as teaching instruction during the intervention. Through this method, learning reading can increase good interrelationship, individual and group responsibility, interpersonal and small group skills. Therefore, a presence of cooperation is established, comprehension can be developed, and passive students become active while active students become active. This research is useful for EFL teacher who teaches in a big class where his/her studentshave different levels of reading proficiency.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"75304221","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 discusses a comparative study of group-based learning method between STAD and SGD toward students’ writing achievement of descriptive text on the tenth grade of SMK SalafiyahKajen in the academic year of 2017/2018. The purpose of the study was to differentiate those two methods, which were then found the appropriate method between STAD and SGD for learning writing skill. This study used a mixed method by using comparative design. The subject of this study were the students at the tenth grade of SMK SalafiyahKajen, students’ class RPL 2 and TB. The students from both of the class had different treatment which RPL 2 was treated using SGD and TB was treated using STAD. The technique of data collection was a test, observation, and documentation. The test consisted of two tests; they were pre-test and post-test. After collecting the data, it was found that the average score of pre-test of SGD group was 50.06 and for STAD group was 47.75; meanwhile, the average score of post-test of SGD group was 68.70 and for STAD group was 63.10. So, the computation of t count was 5.031, and the t table was 1.69. The t count was higher than t table, which stated that Ha was accepted. It meant that there was a significant difference between students' writing achievement which was taught by using STAD and SGD. The conclusion defined that SGD was better than STAD to be applied in learning writing.
{"title":"A Comparative Study on Group-Based Learning Using STAD and SGD Toward Students’ Writing Achievement of Descriptive Text","authors":"S. Wahyuni","doi":"10.21580/vjv7i12740","DOIUrl":"https://doi.org/10.21580/vjv7i12740","url":null,"abstract":"This study discusses a comparative study of group-based learning method between STAD and SGD toward students’ writing achievement of descriptive text on the tenth grade of SMK SalafiyahKajen in the academic year of 2017/2018. The purpose of the study was to differentiate those two methods, which were then found the appropriate method between STAD and SGD for learning writing skill. This study used a mixed method by using comparative design. The subject of this study were the students at the tenth grade of SMK SalafiyahKajen, students’ class RPL 2 and TB. The students from both of the class had different treatment which RPL 2 was treated using SGD and TB was treated using STAD. The technique of data collection was a test, observation, and documentation. The test consisted of two tests; they were pre-test and post-test. After collecting the data, it was found that the average score of pre-test of SGD group was 50.06 and for STAD group was 47.75; meanwhile, the average score of post-test of SGD group was 68.70 and for STAD group was 63.10. So, the computation of t count was 5.031, and the t table was 1.69. The t count was higher than t table, which stated that Ha was accepted. It meant that there was a significant difference between students' writing achievement which was taught by using STAD and SGD. The conclusion defined that SGD was better than STAD to be applied in learning writing.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"101 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74432684","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}
Ummy Khoirunisya' Masyhudianti, Hanita Masithoh, K. Nisa'
In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.
{"title":"A Teacher’s Beliefs and Practices of Using Video to Teach Speaking: A Case Study At SMA As-Salam Surakarta","authors":"Ummy Khoirunisya' Masyhudianti, Hanita Masithoh, K. Nisa'","doi":"10.21580/VJV7I12398","DOIUrl":"https://doi.org/10.21580/VJV7I12398","url":null,"abstract":"In the 21st century era, the implementation of technology in the form of common digital media and resources has been applied by teachers in language teaching and learning process. One of the digital media broadly used in teaching is video. It provides many advantages to promoteand improve students' speaking skill. This study aims to investigate the teacher's beliefs and the practices of using video in teaching speaking at the Ten Grade of SMA As-Salam Surakarta. A qualitative method was employed as the design of this study. An English teacher voluntarily involved as the participant. The data were collected through in depth-interview. The findings were categorized into three majors: 1) Teacher's belief in teaching speaking using video; 2) The reflection of those beliefs in classroom practices; 3) Factors shaping the teacher's beliefs and the practices. The result showed that there is no discrepancy between the teacher's beliefs and teaching practices. This study has a contribution to the development of English foreign language teaching. Hence, it is suggested that the English teacher should highlight their beliefs in order to create effective teaching practices.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"71 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-11-27","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85903240","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 most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.
{"title":"An Analysis of Speech Act Used in London Has Fallen Movie","authors":"Zulfa Tutuarima, Nuraeningsih Nuraeningsih, Rusiana Rusiana","doi":"10.21580/VJV7I23022","DOIUrl":"https://doi.org/10.21580/VJV7I23022","url":null,"abstract":"The most significant thing in speech act is the message that speaker wants to convey. It means when using language is not only produces a sentence but also perform an action. The aims of the research are (i) to find out the kinds of speech act used in London Has Fallen Movie (ii) to find out the way of speech act and the classifications of illocutionary act used in London Has Fallen Movie. This research uses descriptive qualitative research. This research figures out the kinds of speech act and the classifications of illocutionary act used in London Has Fallen Movie. The result of the research shows that: (i) there are 76 utterances of speech act used in London Has Fallen Movie which is the most dominant is illocutinary act consist of 37 utterances. (ii) there are 99 utterances of the classifications of illocutionary act and the most dominant categories are directive with 32 utterances and expressive with 23 utterances.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88786464","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 present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.
本研究的重点是传统的口语技能诊断测试的实施,以面谈的形式,没有特定的纠正程序。然而,这引发了人们对标准化考试重要性的越来越多的担忧,比如无法释放学生的口语潜力。本研究以维果茨基(Vygotsky)的社会文化理论(1978)为基础,重点研究动态评估(DA)。从根本上说,数据分析在其访谈过程中插入了提示、提示、引导性问题等中介过程。本研究比较了动态评估(DA)和标准化诊断测试/非动态评估(NDA)在诊断和释放其潜力方面的效果。本研究采用非等效组设计(non-equivalent group design, NEGD)的准实验研究方法,重点关注语音、词汇、语法和流利度四种微观口语技能。结果表明,即使有些人声称自己的口语水平相似,使用DA也能识别他们目前的口语表现,并发现他们的口语潜力。而标准化测试(NDA)只强调当前的表现,不能激发他们的潜力。
{"title":"The Integration of Dynamic Assessment in L2 Classroom: How Students Perceive it?","authors":"W. Kusumaningrum, Prima Ferri Karma","doi":"10.21580/VJV7I23024","DOIUrl":"https://doi.org/10.21580/VJV7I23024","url":null,"abstract":"The present study focuses on the implementation of traditional diagnostic test for speaking skill in the form of an interview with no specific set of corrective procedure. However, it triggers more increasing worries on the significance of standardized test such as not being able to unlock students’ speaking potential. This study highlights on Dynamic Assessment (DA) based on the Vygotsky’s Sociocultural Theory (1978). Fundamentally, DA inserts mediation process such as prompts, hints, and leading questions in its interview process. This study compares the efficacy of Dynamic Assessment (DA) and the standardized diagnostic test/Non-Dynamic Assessment (NDA) in diagnosing and unlocking their potential. Using a quasi-experimental research with non-equivalent group design (NEGD), this study focused on four micro speaking skills including pronunciation, vocabulary, grammar, and fluency. The results suggested that the use of DA was able to identify their current speaking performance and uncover their speaking potential even if some were claimed to have the similar speaking level. While, the standardized test (NDA) emphasized only on the current performance and was not able to elicit their potential.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85528379","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}
Asmi Yuniati, Sayyidatul Fadhillah, Muhammad Nafi Annury
This study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the "The Message" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4).
{"title":"Directive Speech Acts in The Movie “The Message” By Moustapha Akkad","authors":"Asmi Yuniati, Sayyidatul Fadhillah, Muhammad Nafi Annury","doi":"10.21580/vjv7i22803","DOIUrl":"https://doi.org/10.21580/vjv7i22803","url":null,"abstract":"This study is aimed to explain the classifications and to explain the contribution of directive speech acts analysis in the \"The Message\" by Moustapha Akkad to EFL learner in understanding the expression of giving the command. This study used descriptive qualitative which the writer interprets of utterances that contain the types of directive speech acts in this movie and the contribution of this research in EFL Classroom. The result of the study showed that 213 utterances of the directive of speech acts were successfully identified. There are command (182 data or 85.44 %), order (2 data or 0.94 %), request (10 data or 4.70 %), and suggestion (19 data or 8.92 %). So it can be concluded that the dominant directive is a command because this movie contained many commands of the Prophet Muhammad and his friends in the battle of Badr and Uhud. This result of this research is suggested for students. Teacher as a facilitator can use this movie as learning media. By watching this movie, the student can observe the expression of giving a command. Expression of giving command was found in basic competence (3.4 and 4.4).","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"3 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88299715","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 investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect.
{"title":"The Effect of Task Based Language Teaching on the Teaching Practice of Pre Service English Teacher","authors":"Nadiah Ma’mun","doi":"10.21580/VJV7I23046","DOIUrl":"https://doi.org/10.21580/VJV7I23046","url":null,"abstract":"This present study investigated the effect of Task-Based Language Teaching (TBLT) on the teaching practice of pre-service English teacher. The research method used to study was experimental research with one group design. The sample of the research was 25 students of Microteaching class at English Education Department. The data were collected through the Performance Test of teaching practice as the instrument of the research. After conducting the pre-test of the Performance test of teaching practice and giving the treatment by using TBLT and the post-test. The result of post-test is higher than pre-test. It happened after the researcher gave treatments using TBLT to the pre-service English teacher. The researcher used the t-test formula to discover the significant difference between the teaching practice of the pre-service English teacher and the use of TBLT. The score of t-test was 8.90, higher than t-table. Thus, it could be concluded that there was a significant difference before and after being taught by using TBLT. The result showed that it had a positive effect.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"1 4","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"72426498","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}
Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - Used To - designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.
{"title":"Designing A Language Lesson: Pedagogical and Linguistic Perspectives","authors":"Didin Nuruddin Hidayat","doi":"10.21580/VJV7I22864","DOIUrl":"https://doi.org/10.21580/VJV7I22864","url":null,"abstract":"Designing a language lesson is a challenging task for teachers. In order to have a good language lesson, teachers cannot just rely on the textbook. They need at least to develop the lesson from the textbook or even to design their own lesson. Teachers also need to consider how they are going to apply the lesson planned in the classroom. Another consideration would be to integrate the specific language skill and/or element with the other skills. This is essential in order to achieve the utmost results of teaching and learning. This paper discusses a language lesson in the area of grammar - Used To - designed by the author. The lesson is not only intended to expose learners with the structure and rules of grammar, but also allow learners to practice the grammar in use. Hence, the developed grammar lesson aimed to improve the communicative competence of the learners. Considering the wide aspect of teaching analysis, the present article focuses on the application of the lessons in the classroom, the aspects of language skills covered, as well as the linguistic foundation for the exercises. It is hoped that this article can provide insights to language educators in developing grammar lessons that cater to the considerations of pedagogical and linguistic perspectives.","PeriodicalId":34159,"journal":{"name":"Vision Journal of Language and Foreign Language Learning","volume":"28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-10-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90537491","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}