In teaching English, the use of media is essential to underpin and facilitate the process. With the recent waves of Technology, some teachers also make an exercise of a digital platform to develop new Media. It is easier to attract students to follow the lesson and also increase their pursuit of learning. This research directed to how the design of digital storytelling to teach narrative for students. The researcher used Educational Research and Development cycle from Borg and Gall (2007) which adjusted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product developing, (4) preliminary field testing, and (5) primary product revision. The result of the research shows that digital storytelling can be utilised as a medium to teach narrative. The purpose of the medium must be communicative and attractive for the students. Equally, for the students, they are interested in using digital storytelling medium to learn about narrative. Hence, digital storytelling is designed to occupy those needs and is expected to be useful to teach narrative.
{"title":"The design of multimedia storytelling","authors":"Sarah Bibi, Dian Shinta Sari, M. Putra","doi":"10.15294/elt.v9i1.34614","DOIUrl":"https://doi.org/10.15294/elt.v9i1.34614","url":null,"abstract":"In teaching English, the use of media is essential to underpin and facilitate the process. With the recent waves of Technology, some teachers also make an exercise of a digital platform to develop new Media. It is easier to attract students to follow the lesson and also increase their pursuit of learning. This research directed to how the design of digital storytelling to teach narrative for students. The researcher used Educational Research and Development cycle from Borg and Gall (2007) which adjusted into five steps, namely (1) research and information gathering, (2) planning, (3) preliminary product developing, (4) preliminary field testing, and (5) primary product revision. The result of the research shows that digital storytelling can be utilised as a medium to teach narrative. The purpose of the medium must be communicative and attractive for the students. Equally, for the students, they are interested in using digital storytelling medium to learn about narrative. Hence, digital storytelling is designed to occupy those needs and is expected to be useful to teach narrative.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115332698","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}
Currently, it is recognized that language and culture go hand in hand, which means that when we teach a language, we also teach the culture of that language or other languages that appear in the textbooks being used. This wide recognition of the vital role of culture in the second language teaching has presented challenges for EFL teachers in various contexts. This article reports a qualitative study on three Cambodian teachers of English at one school in Phnom Penh. The study aims to investigate EFL teachers' views and practices of textbook adaptation, as well as how they adapt textbooks to help students develop intercultural awareness in the ELT. To achieve these objectives, the qualitative data obtained from individual interviews, classroom observations, and teaching materials were engaged to shed light on the backdrop of the textbook adaptation and cultural integration in the ELT classroom. The findings in this study reveal an inconsistency between teachers' views and practices about the textbook adaptation and the teachers' limited capacity of interculturality-stimulated scholarship that is inherently tied to the development of cultural activities in the ELT classroom. This study suggests teacher training on the textbook adaptation and teaching culture should be provided to the teachers in the context and beyond.
{"title":"Culture and ELT: Cambodian teachers' perception and practice of textbook adaptation to realize intercultural awareness","authors":"Davut Nhem","doi":"10.15294/elt.v9i1.38409","DOIUrl":"https://doi.org/10.15294/elt.v9i1.38409","url":null,"abstract":"Currently, it is recognized that language and culture go hand in hand, which means that when we teach a language, we also teach the culture of that language or other languages that appear in the textbooks being used. This wide recognition of the vital role of culture in the second language teaching has presented challenges for EFL teachers in various contexts. This article reports a qualitative study on three Cambodian teachers of English at one school in Phnom Penh. The study aims to investigate EFL teachers' views and practices of textbook adaptation, as well as how they adapt textbooks to help students develop intercultural awareness in the ELT. To achieve these objectives, the qualitative data obtained from individual interviews, classroom observations, and teaching materials were engaged to shed light on the backdrop of the textbook adaptation and cultural integration in the ELT classroom. The findings in this study reveal an inconsistency between teachers' views and practices about the textbook adaptation and the teachers' limited capacity of interculturality-stimulated scholarship that is inherently tied to the development of cultural activities in the ELT classroom. This study suggests teacher training on the textbook adaptation and teaching culture should be provided to the teachers in the context and beyond.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129609732","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 determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students' lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.
{"title":"Junior high school students’ difficulties of English language learning in the speaking and listening section","authors":"Alan Jaelani, Olivia Widad Zabidi","doi":"10.15294/elt.v9i1.38287","DOIUrl":"https://doi.org/10.15294/elt.v9i1.38287","url":null,"abstract":"This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students' lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126030897","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}
A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners' self-efficacy and their achievements in the grammar test is.n Drawing on the correlational design, an English grammar test was administered to the learners to know the learners' acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners' self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.
{"title":"Potential relationship between self-efficacy beliefs and proficiency in grammar among tertiary EFL learners","authors":"Achmad Kholili","doi":"10.15294/elt.v9i1.38404","DOIUrl":"https://doi.org/10.15294/elt.v9i1.38404","url":null,"abstract":"A multitude of studies on self-efficacy beliefs have been undertaken to date, especially in language learning. However, little evidence is given on looking into the relationship between self-efficacy and English grammar. To this end, the present study goes about identifying to what extent the correlation between learners' self-efficacy and their achievements in the grammar test is.n Drawing on the correlational design, an English grammar test was administered to the learners to know the learners' acquaintance with the English grammar. Meanwhile, a self-efficacy questionnaire was performed by the researcher to the learners to figure out to what extent their efficaciousness is. A Pearson-product moment correlation was performed to analyze the relationship between such variables. The result demonstrates that there is a high positive significant correlation between learners' self-efficacy and their attainments in the grammar test, displayed by r Correlation = +1. This finding brings a recent insight in the field of language learning.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"211 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132794761","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}
{"title":"Students’ preferences and teachers’ beliefs towards written corrective feedback","authors":"Alviana Tri Adhi Kencana","doi":"10.15294/elt.v9i1.37187","DOIUrl":"https://doi.org/10.15294/elt.v9i1.37187","url":null,"abstract":"________________","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132236479","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}
An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students' Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.
{"title":"Analyzing English for Academic Purposes textbooks in China: A study of intercultural issues","authors":"Yulong Li, Pengfei Yao, Bo Hu","doi":"10.15294/elt.v9i1.38259","DOIUrl":"https://doi.org/10.15294/elt.v9i1.38259","url":null,"abstract":"An increase of English for Academic Purposes (EAP) teaching in China has resulted in a surge of EAP textbooks on the market. However, there has been little accompanying interest in how well intercultural issues are handled and presented in these publications. Accordingly, the present study employs Chinese students' Cultures of Learning (CoL) and contrastive rhetoric (CR) as reflection points in the analysis of the content, production, and consumption of two series of EAP textbooks adapted from overseas textbooks. Findings revealed that intercultural differences are not given due recognition in the textbooks which in some cases can lead to confusion and misunderstanding. Meanwhile, the teachers involved in the study, as users of the other textbook series, were found to treat the textbooks only as a supplementary EAP teaching resource. Moreover, the continued confusion on the part of some of the students involved in the study highlighted the desirability for future textbooks to render intercultural differences in a critical EAP manner.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133331561","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}
{"title":"Theme-Rheme configuration in recount texts produced by Indonesian EFL students","authors":"Kiki Meiarista, Widhiyanto Widhiyanto","doi":"10.15294/elt.v9i1.37148","DOIUrl":"https://doi.org/10.15294/elt.v9i1.37148","url":null,"abstract":"________________","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"37 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-21","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117075366","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}
{"title":"Teacher social competence, student learning motivation, and learning outcomes in English subject","authors":"Qurrot Ainy, H. Pratama","doi":"10.15294/elt.v9i1.38131","DOIUrl":"https://doi.org/10.15294/elt.v9i1.38131","url":null,"abstract":"________________","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115146468","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 is about the implementation of action song in improving mentally retarded students’ (type C1) vocabulary attainment. This research is aimed to understand the implementation of action song improves students’ vocabulary attainment and to find out the difficulties in implementing process. The research design used was an exploratory design. In doing this research, I collected research data by applying observation checklists, video recording, and interviews as research instrument. In the implementation I found difficulties: most of students were shy, they did not want to do action song in front of the class; made all students to sing aloud the song while doing action song was difficult, there were only some students could do it better than before; they liked to follow the move of the action song, but they could not mention the name of part of the body they were touching. From the interview I found that, 68% participants believed English language learning is needed for mentally retarded students, 74% participants believed action song helps mentally retarded students attaining English vocabulary, 90% participants believed action song helps mentally retarded students more active in learning activity, 96% participants believed action song is appropriate to be applied in English learning for mentally retarded students, 66% participants argued that mentally retarded students enthused studying English at school or home, and 68% participants argued that mentally retarded students had interest about something related to English.
{"title":"The Implementation of Action Song in Improving Mentally Retarded (Type C1) Students' Vocabulary Attainment","authors":"U. Khasanah","doi":"10.15294/elt.v8i2.32026","DOIUrl":"https://doi.org/10.15294/elt.v8i2.32026","url":null,"abstract":"This research is about the implementation of action song in improving mentally retarded students’ (type C1) vocabulary attainment. This research is aimed to understand the implementation of action song improves students’ vocabulary attainment and to find out the difficulties in implementing process. The research design used was an exploratory design. In doing this research, I collected research data by applying observation checklists, video recording, and interviews as research instrument. In the implementation I found difficulties: most of students were shy, they did not want to do action song in front of the class; made all students to sing aloud the song while doing action song was difficult, there were only some students could do it better than before; they liked to follow the move of the action song, but they could not mention the name of part of the body they were touching. From the interview I found that, 68% participants believed English language learning is needed for mentally retarded students, 74% participants believed action song helps mentally retarded students attaining English vocabulary, 90% participants believed action song helps mentally retarded students more active in learning activity, 96% participants believed action song is appropriate to be applied in English learning for mentally retarded students, 66% participants argued that mentally retarded students enthused studying English at school or home, and 68% participants argued that mentally retarded students had interest about something related to English.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"64 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116615833","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 is about politeness strategies of the English teacher entitled: The Politeness of Teacher’s Utterances Inside and Outside the Learning Process. This study was conducted at MTs. Mimbarul Huda Menggala Bumiayu. The aim of this study is to find the strategies and the dominant strategies of politeness that are used by the teacher inside and outside the classroom. This study was a descriptive qualitative study that describes the result of the analysis of the teacher’s utterances. The teacher’s utterances both inside and outside classroom were used as the object of the study. In collecting data, the teacher’s utterances inside and outside the classroom were recorded and the result of the record was transcribed. After that, the data were analyzed with the strategy of politeness and classified into the strategy of politeness. The result of the analysis of the teacher’s utterances inside the classroom contains seventy three utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that there are seven maxims of politeness used by the English teacher inside the classroom. The strategies that were used were Tact with the percentage of 47.95%, Obligation S to O with the percentage of 27.29%, Generosity with the percentage of 17.80%, Approbation with the percentage of 2.74%, Modesty with percentage of 1.37%, Obligation O to S with the percentage of 1.37%, and Sympathy with the percentage of 1.37%. Meanwhile, the result of the analysis of the teacher’s utterances outside the classroom were twenty utterances with five strategies and the strategies that were used are Tact with the percentage of 50%, Generosity with the percentage of 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation of S to O with the percentage of 10%. Based on the result of the research, the writer can conclude that Tact maxim was the most dominant maxim of the politeness strategies that was used by English teacher inside and outside classroom.
本研究以英语教师的礼貌策略为研究对象，题目为:学习过程中和学习过程外教师的礼貌行为。这项研究是在Mimbarul Huda Menggala Bumiayu医院进行的。本研究的目的是找出教师在课堂内外使用的礼貌策略和优势策略。本研究是一项描述性质的研究，描述了教师话语分析的结果。教师在课堂内外的话语作为研究对象。在收集数据时，记录教师在课堂内外的话语，并对记录结果进行转录。然后用礼貌策略对数据进行分析，并将其归类为礼貌策略。Leech(2014)对老师在课堂上的话语进行分析的结果包含了73句带有10条礼貌格言的话语。经过数据分析过程，可以得出英语老师在课堂上使用的礼貌准则有七条。使用的策略依次为:圆滑(47.95%)、义务S to O(27.29%)、慷慨(17.80%)、赞许(2.74%)、谦虚(1.37%)、义务O to S(1.37%)、同情(1.37%)。同时，对教师在课堂外的话语进行分析的结果是20个话语，5种策略，使用的策略分别是机智(Tact)占50%，慷慨(Generosity)占15%，谦虚(Modesty)占15%，赞许(Approbation)占10%，S to O的义务(Obligation)占10%。根据研究结果，作者可以得出结论:机智准则是英语教师在课堂内外使用的礼貌策略中最主要的准则。
{"title":"The Politeness of English Teacher's Utterances Inside and Outside Classroom","authors":"Dian Tri Ceriyantina","doi":"10.15294/elt.v8i2.31809","DOIUrl":"https://doi.org/10.15294/elt.v8i2.31809","url":null,"abstract":"This study is about politeness strategies of the English teacher entitled: The Politeness of Teacher’s Utterances Inside and Outside the Learning Process. This study was conducted at MTs. Mimbarul Huda Menggala Bumiayu. The aim of this study is to find the strategies and the dominant strategies of politeness that are used by the teacher inside and outside the classroom. \u0000This study was a descriptive qualitative study that describes the result of the analysis of the teacher’s utterances. The teacher’s utterances both inside and outside classroom were used as the object of the study. In collecting data, the teacher’s utterances inside and outside the classroom were recorded and the result of the record was transcribed. After that, the data were analyzed with the strategy of politeness and classified into the strategy of politeness. \u0000The result of the analysis of the teacher’s utterances inside the classroom contains seventy three utterances with ten maxims of politeness by Leech (2014). After going through data analysis process, it can be concluded that there are seven maxims of politeness used by the English teacher inside the classroom. The strategies that were used were Tact with the percentage of 47.95%, Obligation S to O with the percentage of 27.29%, Generosity with the percentage of 17.80%, Approbation with the percentage of 2.74%, Modesty with percentage of 1.37%, Obligation O to S with the percentage of 1.37%, and Sympathy with the percentage of 1.37%. \u0000Meanwhile, the result of the analysis of the teacher’s utterances outside the classroom were twenty utterances with five strategies and the strategies that were used are Tact with the percentage of 50%, Generosity with the percentage of 15%, Modesty with percentage 15%, Approbation with percentage 10%, Obligation of S to O with the percentage of 10%. Based on the result of the research, the writer can conclude that Tact maxim was the most dominant maxim of the politeness strategies that was used by English teacher inside and outside classroom.","PeriodicalId":395606,"journal":{"name":"ELT Forum: Journal of English Language Teaching","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-11-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129600942","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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