Pub Date : 2020-06-04DOI: 10.21831/lingped.v1i2.27434
N. Sari
With the rapidly increasing involvement of technology in the teaching and learning process in higher education, lecturers are constantly on the lookout for better ways to integrate technology into their classes. Blended learning emerged in 2000 and has been one of the most popular approaches to teaching EFL. Despite having been around for years, not many people fully understand the principle behind it and how to design an effective blended course. Such is the case in most higher education institutions in Indonesia. This article reports on the result of a survey-based research in which the aim was to investigate how EFL lecturers in Yogyakarta State University, Indonesia design their blended courses. As many as 9 lecturers were involved as respondents in an online survey, an interview, and documents inspection. The data from the survey were then analyzed using two major theories of blended learning design approach by Lai, M., Lam, K. M., & Lim, C. P. (2016) and Alammary, Sheard, and Carbone (2014). The findings revealed that EFL lecturers designed their blended learning based on the principle of extension by Lai, M., Lam, K. M., & Lim, C. P. (2016) and the low-impact model Alammary, Sheard, and Carbone (2014) was preferred to the other models.
随着技术在高等教育教学过程中的应用越来越广泛，教师们一直在寻找更好的方法将技术融入到他们的课堂中。混合式学习出现于2000年，是最流行的英语教学方法之一。尽管混合式课程已经存在多年，但并没有多少人完全理解它背后的原理以及如何设计有效的混合式课程。这就是印度尼西亚大多数高等教育机构的情况。本文报告了一项基于调查的研究结果，该研究的目的是调查印度尼西亚日惹州立大学的英语讲师如何设计他们的混合课程。通过网络调查、采访、资料检查等方式，共有9名讲师被调查。然后使用Lai, M.， Lam, K. M.， & Lim, C. P.(2016)和Alammary, Sheard, and Carbone(2014)的混合学习设计方法的两个主要理论分析调查数据。研究结果显示，EFL讲师根据Lai, M.， Lam, K. M.， & Lim, C. P.(2016)的扩展原则设计了他们的混合学习，而Alammary, Sheard, and Carbone(2014)的低影响模型比其他模型更受欢迎。
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Pub Date : 2020-06-04DOI: 10.21831/lingped.v1i2.18541
S. Syafrizal
Motivation plays an important role in foreign language learning. This paper discusses the definition of motivation, types of motivation; the factors influencing motivation in learning English, and Gardner’s socioeducational model. The purpose of the study was to find out the the impact of integrative and instrumental motivation in learning English. This study applied descriptive quantitative method. Using a purposive sampling technique, obtained the 20 respondents who met the requirements. The subjects in this study were seventh grade students of SMPIT Putri Al-Hanif. The writer designed a questionnaire of motivation by using likert scale. To achieve the goal, Gardner and Lambert's model were taken into consideration. They were distributed among students by simply evaluating 20 statements. Results indicated that seventh grade students of SMPIT Putri Al-Hanif have stronger integrative motivation than instrumental motivation.
{"title":"The Impacts of Integrative and Instrumental Motivation for Indonesian Learners","authors":"S. Syafrizal","doi":"10.21831/lingped.v1i2.18541","DOIUrl":"https://doi.org/10.21831/lingped.v1i2.18541","url":null,"abstract":"Motivation plays an important role in foreign language learning. This paper discusses the definition of motivation, types of motivation; the factors influencing motivation in learning English, and Gardner’s socioeducational model. The purpose of the study was to find out the the impact of integrative and instrumental motivation in learning English. This study applied descriptive quantitative method. Using a purposive sampling technique, obtained the 20 respondents who met the requirements. The subjects in this study were seventh grade students of SMPIT Putri Al-Hanif. The writer designed a questionnaire of motivation by using likert scale. To achieve the goal, Gardner and Lambert's model were taken into consideration. They were distributed among students by simply evaluating 20 statements. Results indicated that seventh grade students of SMPIT Putri Al-Hanif have stronger integrative motivation than instrumental motivation.","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115768695","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}
Pub Date : 2019-03-19DOI: 10.21831/lingped.v1i1.24048
Suwarsih Madya
Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement. This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition
{"title":"Developing a Framework of Media-Aided Descending-Ascending Repetition of Vocabulary Learning","authors":"Suwarsih Madya","doi":"10.21831/lingped.v1i1.24048","DOIUrl":"https://doi.org/10.21831/lingped.v1i1.24048","url":null,"abstract":"Foreign language basic vocabulary learning for teenagers mostly belongs to verbal information learning, involving a lot of memorization and thus, necessary repetition. However, EFL teachers, particularly in the school observed, fail to pay attention to vocabulary learning at this stage due to limited time, which has resulted in low learning achievement. This action research was focused on developing a framework of media-aided fading repetition of vocabulary learning for purposes of mastery improvement. The research participants were two English language teachers, one teacher educator, and 32 students in a state junior secondary school of a medium ranking and size in Sleman District, Yogyakarta Special Territory, Indonesia. This school was selected considering the transferability of the findings. The study was conducted from January-May 2017 in three planning-action-observation-reflection cycles of repeating the learning of the target vocabulary in the process of developing an appropriate framework of media-aided fading repetition in the existing curriculum implementation. Data were collected through observation and testing. The results were of two types: (1) the intended framework, and (2) improvement in the following aspects: the increasing classroom atmosphere liveliness, students’ greater participation, students’ increasing scores, and the teacher’s awareness of the importance of repetition and variations of activities in vocabulary learning. Keywords: vocabulary, EFL, media-aided descending-ascending repetition","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"165 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123173804","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}
Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.23752
Dian Ismawati, S. Sugirin
Teaching reading in secondary level is aimed at teaching for comprehension. Comprehension occurs when the reader extracts and integrates various information from the text and combines it with what is already known. Reading comprehension is an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. When a person reads a text, he engages in a complex array of cognitive processes. In the teaching and learning process in SMP Negeri 1 Pecangaan, the teachers still dominate the activities. It emphasis on reading the text and then answers the questions based on the text and discussion to determine the correct answer. This is known as “Baca-Soal-Diskusi” technique (BSD). Concerned about the technique, the researcher thinks that the technique is not good enough. It can be seen that the students’ ability in understanding the text is not satisfactory enough. This research was aimed at describing(1) the difference of effectiveness between CIRC, CTLand conventional techniques and (2) which one is the most effective technique – CIRC, CTL, or conventional – in teaching and learning reading comprehension of grade VIII students of SMPN 1 Pecangaan.. This quasi experimental research used pretest posttest nonequivalent group design with teaching techniques as the independent variable and students’ reading comprehension as the dependent variable. The population of the research was the students of grade VIII of SMPN 1 Pecangaan in the academic year 2013/2014 with three classes were randomly chosen as the research sample. The data were gathered through pretest and posttest of students’ reading comprehension which were analyzed using Ancova continued by Scheffe test with the significance level of 0.05. The research results show that (1) There is a significant difference in the reading comprehension of the students taught using CIRC, that of those taught using the CTL, and that of those taught using the conventional technique with F = 3.68 and p = 0.03 (2) CIRC is the most effective technique among them with the sequence of effectiveness is CIRC followed by CTL and conventional technique. Keywords: CIRC technique, CTL technique, reading comprehension
中学阅读教学的目的是理解教学。当读者从文本中提取和整合各种信息，并将其与已知信息结合起来时，就发生了理解。阅读理解是一个有意识的、积极的、互动的过程，发生在一个人阅读一篇特定文章之前、之中和之后。当一个人阅读一篇文章时，他会参与一系列复杂的认知过程。在Negeri 1 Pecangaan SMP的教与学过程中，教师仍然主导着活动。它强调阅读文本，然后根据文本和讨论回答问题，以确定正确答案。这就是所谓的“baca - sol - diskusi”技术。对于这项技术，研究者认为这项技术还不够好。由此可见，学生对课文的理解能力还不够令人满意。本研究旨在描述(1)CIRC与CTLand传统教学方法的有效性差异，以及(2)CIRC、CTL与传统教学方法中哪一种在教学与学习阅读理解方面最有效。本准实验研究采用前测后测非等效组设计，以教学技巧为自变量，学生阅读理解为因变量。本研究的人群为2013/2014学年SMPN 1 Pecangaan八年级的学生，随机抽取三个班作为研究样本。数据通过学生阅读理解的前测和后测收集，采用Ancova续用Scheffe检验进行分析，显著性水平为0.05。研究结果表明:(1)使用CIRC教学的学生的阅读理解与使用CTL教学的学生的阅读理解存在显著差异(F = 3.68, p = 0.03)(2)使用CIRC教学的学生的阅读理解最有效，其有效性顺序为CIRC，其次是CTL和常规技术。关键词:CIRC技术，CTL技术，阅读理解
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Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.23983
Ella Wulandari
The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge
{"title":"Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials","authors":"Ella Wulandari","doi":"10.21831/LINGPED.V1I1.23983","DOIUrl":"https://doi.org/10.21831/LINGPED.V1I1.23983","url":null,"abstract":"The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"14 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124220946","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}
Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.23912
C. Fauzi, A. Ashadi
This article is based on survey research which sought to identify the reading strategies used by the first-semester graduate students and to reveal the most dominant strategies used by students of different gender. The participants of this study were first-semester graduate students (N = 43) of a state teacher college. A five-point Likert Scale questionnaire named SORS (Survey of Reading Strategies) was deployed to collect the data concerning the use of reading strategies. The findings demonstrated that the first-semester students were greatly conversant in reading strategies with overall mean score of 3.82 which means a high level of awareness. The first-semester students consecutively preferred Problem Solving Strategies to Global Reading Strategies or Support Reading Strategies eventhough all of these three subscales fell into highly-used strategy. Female students were found to use the strategies more frequently that their male counterparts did. Also, the results of individual reading strategies use revealed that both genders tended to reread the text and to circle or underline information in the text to help them understand what they read. However, pedagogical implications on the use of metacognitive strategies that would help students activate their higher order thinking skills in reading needs to be given attention. Keywords: reading strategies, metacognitive awareness, gender
本文以调查研究为基础，旨在确定研究生一学期的阅读策略，并揭示不同性别学生使用的最主要的阅读策略。本研究的研究对象为一所州立师范学院的一学期研究生(N = 43)。采用李克特五分制阅读策略调查问卷(sor, survey of Reading Strategies)收集阅读策略使用情况。研究结果表明，第一学期学生对阅读策略的熟悉程度较高，总体平均得分为3.82分，表明学生对阅读策略的认知水平较高。第一学期学生对问题解决策略的偏好高于整体阅读策略或支持阅读策略，尽管这三个分量表都属于高使用率策略。研究发现，女学生比男学生更频繁地使用这些策略。此外，个人阅读策略使用的结果显示，男女都倾向于重读文本，并在文本中的信息圈或下划线，以帮助他们理解所读的内容。然而，使用元认知策略来帮助学生在阅读中激活他们的高阶思维技能的教学意义需要得到关注。关键词:阅读策略，元认知意识，性别
{"title":"An Analysis on Reading Strategies based on Metacognitive Awareness and Gender","authors":"C. Fauzi, A. Ashadi","doi":"10.21831/LINGPED.V1I1.23912","DOIUrl":"https://doi.org/10.21831/LINGPED.V1I1.23912","url":null,"abstract":"This article is based on survey research which sought to identify the reading strategies used by the first-semester graduate students and to reveal the most dominant strategies used by students of different gender. The participants of this study were first-semester graduate students (N = 43) of a state teacher college. A five-point Likert Scale questionnaire named SORS (Survey of Reading Strategies) was deployed to collect the data concerning the use of reading strategies. The findings demonstrated that the first-semester students were greatly conversant in reading strategies with overall mean score of 3.82 which means a high level of awareness. The first-semester students consecutively preferred Problem Solving Strategies to Global Reading Strategies or Support Reading Strategies eventhough all of these three subscales fell into highly-used strategy. Female students were found to use the strategies more frequently that their male counterparts did. Also, the results of individual reading strategies use revealed that both genders tended to reread the text and to circle or underline information in the text to help them understand what they read. However, pedagogical implications on the use of metacognitive strategies that would help students activate their higher order thinking skills in reading needs to be given attention. Keywords: reading strategies, metacognitive awareness, gender","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133869318","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}
Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.18481
R. Ruegg, Cheri Brown
In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skills course books, induce ‘deep’ involvement with vocabulary, thus facilitating vocabulary retention. Tasks in 10 reading textbooks and 10 integrated skills course books were analysed in terms of the elements identified by Laufer and Hulstijn (2001). The results were then compared between the two types of textbooks in order to determine whether one is more effective than the other for vocabulary retention. The study found that the frequency of exposure to target vocabulary was insufficient for vocabulary acquisition. It was also found that many of the vocabulary activities investigated required little task-induced involvement, and more specifically, very few productive activities were found. Keywords: task-induced involvement, depth of processing, vocabulary acquisition, vocabulary retention, vocabulary learning
{"title":"“Digging Deep”: Using the Task Involvement Load Hypothesis to analyse textbooks for vocabulary learning potential","authors":"R. Ruegg, Cheri Brown","doi":"10.21831/LINGPED.V1I1.18481","DOIUrl":"https://doi.org/10.21831/LINGPED.V1I1.18481","url":null,"abstract":"In the process of vocabulary acquisition, the extent to which tasks require depth of processing, termed ‘task-induced involvement’ by Laufer and Hulstijn (2001), and the potential effects of this on subsequent vocabulary retention, deserve greater attention. Laufer and Hulstijn (2001) claim that when ‘need’, ‘search’ and ‘evaluation’ are required in order to complete a task, learners engage with words more deeply, thus optimizing potential for successful vocabulary retention. This study was designed to ascertain the extent to which tasks, in commonly used reading textbooks and integrated skills course books, induce ‘deep’ involvement with vocabulary, thus facilitating vocabulary retention. Tasks in 10 reading textbooks and 10 integrated skills course books were analysed in terms of the elements identified by Laufer and Hulstijn (2001). The results were then compared between the two types of textbooks in order to determine whether one is more effective than the other for vocabulary retention. The study found that the frequency of exposure to target vocabulary was insufficient for vocabulary acquisition. It was also found that many of the vocabulary activities investigated required little task-induced involvement, and more specifically, very few productive activities were found. Keywords: task-induced involvement, depth of processing, vocabulary acquisition, vocabulary retention, vocabulary learning","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"8 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117156160","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}
Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.23748
A. Anisah, A. Widyantoro
This research aims to investigate the effect of the teachers’ teaching skills and school organizational culture on the students’ learning achievement in English. The research was ex-post facto quantitative. The population comprised all Year VIII students of six SMPN’s in the District of Sintang. A sample of 260 students from six schools based on Krejcie and Morgan formula was established using the cluster sampling technique. The data were collected through Likert-scale questionnaires. The validity of the instrument was assessed in terms of content validity. The data were analyzed using the multiple linier regression analysis with two independent variables, anova test, and test of multiple linier regression analysis prerequisites (test of multicolinearity, heteroscedasticity, normality, and linierity). The results of the regression testing on the variable of teachers’ teaching skills show the coefficient β = 0.030, p <0.0001 (significant). The variable of school organizational culture shows the coefficient β = 0.014, p < 0.0001 (significant). The effect of these two variables together showsR² = 0.155, Ftest = 23.593, p < 0.0001 (significant). It is concluded that both teachers’ teaching skills and school organizational culture collectively have a significant effect on the English learning achievement. Keywords: teachers’ teaching skills, school organizational culture, English learning achievement
本研究旨在探讨教师教学技巧和学校组织文化对学生英语学习成绩的影响。这项研究是事后定量的。人口包括辛塘区六所中学的所有八年级学生。基于Krejcie和Morgan公式，采用整群抽样技术，对来自6所学校的260名学生进行抽样。数据通过李克特量表问卷收集。仪器的效度是根据内容效度来评估的。数据分析采用双自变量多元线性回归分析、方差检验和多元线性回归分析前提检验(多元共线性检验、异方差检验、正态性检验和线性检验)。对教师教学技能变量的回归检验结果显示，系数β = 0.030, p <0.0001(显著)。学校组织文化变量的系数为β = 0.014, p < 0.0001(显著)。这两个变量共同作用的结果显示sr²= 0.155,Ftest = 23.593, p < 0.0001(显著)。结果表明，教师的教学技能和学校组织文化共同对学生的英语学习成绩有显著影响。关键词:教师教学技能，学校组织文化，英语学习成果
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Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.18502
Devi Hellystia
English is widely used as a tool for academic interaction in multilingual countries like India, however teaching English becomes very challenging particularly writing. Teachers have to face a heterogeneous group of students with a multilingual and multicultural background and they tend to bring their local languages and cultures which may affect their ability in English writing. There is an indication that the students insert patterns in their mother tongues when they are involved in writing activities. This paper deals with the syntactical errors found among multilingual learners from an Engineering college in Bhubaneswar, India. The tests were conducted for the undergraduate students who belonged to the 2nd and 4th semester. Written tests were conducted for 130 students in the form of passage and a written essay. The research finding showed that misordering is the highest error rate committed by students with a total percentage of 48%. It is followed by other findings they are, 24% of misformation, 8,2% of omission, and 20% of addition. Keywords: syntactical error, multilingual classrooms, multicultural
{"title":"Syntactical Errors in Students’ Writing: A case study of multilingual classrooms in India","authors":"Devi Hellystia","doi":"10.21831/LINGPED.V1I1.18502","DOIUrl":"https://doi.org/10.21831/LINGPED.V1I1.18502","url":null,"abstract":"English is widely used as a tool for academic interaction in multilingual countries like India, however teaching English becomes very challenging particularly writing. Teachers have to face a heterogeneous group of students with a multilingual and multicultural background and they tend to bring their local languages and cultures which may affect their ability in English writing. There is an indication that the students insert patterns in their mother tongues when they are involved in writing activities. This paper deals with the syntactical errors found among multilingual learners from an Engineering college in Bhubaneswar, India. The tests were conducted for the undergraduate students who belonged to the 2nd and 4th semester. Written tests were conducted for 130 students in the form of passage and a written essay. The research finding showed that misordering is the highest error rate committed by students with a total percentage of 48%. It is followed by other findings they are, 24% of misformation, 8,2% of omission, and 20% of addition. Keywords: syntactical error, multilingual classrooms, multicultural","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"30 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132544483","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}
Pub Date : 2019-03-19DOI: 10.21831/LINGPED.V1I1.18399
Astri Hapsari
Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study
{"title":"Language Learning Strategies in English Language Learning: A Survey Study","authors":"Astri Hapsari","doi":"10.21831/LINGPED.V1I1.18399","DOIUrl":"https://doi.org/10.21831/LINGPED.V1I1.18399","url":null,"abstract":"Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study","PeriodicalId":437789,"journal":{"name":"Lingua Pedagogia, Journal of English Teaching Studies","volume":"2 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2019-03-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"117011851","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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