ºÝºÝߣshows by User: VisionJournalofLangu / http://www.slideshare.net/images/logo.gif ºÝºÝߣshows by User: VisionJournalofLangu / Sat, 11 Jul 2020 12:45:44 GMT ºÝºÝߣShare feed for ºÝºÝߣshows by User: VisionJournalofLangu Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand /slideshow/experiences-and-challenges-perceived-by-indonesian-efl-teachers-as-nonnative-english-speaker-teachers-nnests-in-thailand/236810670 5187-17519-2-pb-200711124544
This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.]]>
This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.]]> Sat, 11 Jul 2020 12:45:44 GMT /slideshow/experiences-and-challenges-perceived-by-indonesian-efl-teachers-as-nonnative-english-speaker-teachers-nnests-in-thailand/236810670 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand VisionJournalofLangu This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students' motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/5187-17519-2-pb-200711124544-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This study investigated the experiences and challenges perceived by Indonesian EFL teachers as the NNESTs in Thailand. The study used a questionnaire and interviews to collect primary data from seventeen Indonesian EFL teachers in Thailand. The study discovered that most of the Indonesian EFL teachers are eager to teach English in Thailand to have teaching experience abroad, to improve their English skills, and to earn higher salaries. Besides, the Indonesian EFL teachers did not find difficulties in adapting to the new cultures in Thailand, even though adjusting to the teaching environment became a challenge. Moreover, third, the Indonesian EFL teachers were treated equally as the NESTs, although their salaries were lower than those of NESTs. Lastly, the study reported issues in English classes, such as students&#39; motivations, linguistic gaps, and plagiarisms, which trigger the creativity of Indonesian EFL teachers in English classes.
Experiences and Challenges Perceived by Indonesian EFL Teachers as Non-Native English Speaker Teachers (NNESTs) in Thailand from Vision: Journal for Language and Foreign Language Learning
]]> 161 1 https://cdn.slidesharecdn.com/ss_thumbnails/5187-17519-2-pb-200711124544-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners /VisionJournalofLangu/teachers-perspective-on-strategy-for-teaching-english-vocabulary-to-young-learners-236810639 4862-17522-2-pb-200711124406
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.]]>
Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.]]> Sat, 11 Jul 2020 12:44:06 GMT /VisionJournalofLangu/teachers-perspective-on-strategy-for-teaching-english-vocabulary-to-young-learners-236810639 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners VisionJournalofLangu Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers' teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur'an Learning Center teachers' perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur'an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4862-17522-2-pb-200711124406-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Teaching and learning vocabulary is an integral part of foreign language learning since it is the basic sub-skill for someone who wants to learn a foreign language. Thus, it is essential to teach English vocabulary at an early age since students still in the scope of their golden age, and they could learn everything easily. In this case, the teachers&#39; teaching strategy seems essential to be concerned. Moreover, this descriptive qualitative study as a case study is designed to explore the Qur&#39;an Learning Center teachers&#39; perspective on the strategy used to teach vocabulary to young learners. The data were gathered through a semi-structured interview with two English Teachers at the Qur&#39;an Learning Center, one of the elementary schools in Jakarta Selatan. The result of this study revealed that teachers believe that teaching strategy is essential for teaching vocabulary to young learners. Thus, the teachers have various strategies that can be applied for teaching vocabulary to young learners, for example, using games, sing a song, and others. Also, the teachers used interesting media like video, a real thing, pictures, and others. Those strategies are effective in engaging students to learn new vocabulary in English. This study is expected to give reference and knowledge for the English teacher who teaches young learners so they could implement some suitable ways with their real class.
Teachers' Perspective on Strategy for Teaching English Vocabulary to Young Learners from Vision: Journal for Language and Foreign Language Learning
]]> 193 5 https://cdn.slidesharecdn.com/ss_thumbnails/4862-17522-2-pb-200711124406-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom /slideshow/teachers-perspective-on-strategy-for-teaching-english-vocabulary-to-young-learners/236809981 4847-17636-2-pb-200711120209
The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.]]>
The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.]]> Sat, 11 Jul 2020 12:02:09 GMT /slideshow/teachers-perspective-on-strategy-for-teaching-english-vocabulary-to-young-learners/236809981 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom VisionJournalofLangu The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students' perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students' reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4847-17636-2-pb-200711120209-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The use of a blog as a platform for extensive reading becomes valuable since it provides the possibility of readership and opportunity for interaction and collaboration. As the online journal facilitating users to display information in chronological order and connected to the Internet, the blog also can help students to get a wide variety of reading materials, which should be conducted in extensive reading activities. However, the use of a blog in this study is integrated with the process of learning in the classroom so that the students can use it for reporting their reading activities and share what they read beyond the classroom. This study is conducted during one semester in one of the universities in Indonesia using six students of the first grade joining an extensive reading course as the participants. In this research, a case study is used as a research method. It aims at analyzing the students&#39; perception of the use of blogs in extensive reading. Findings show that the blog is beneficial for promoting the students&#39; reading interest, building autonomy and creativity, and providing a reflective platform. The blog consists of several features allowing students to get the numerous reading sources that are appropriate with their language level and interest. Therefore, it becomes useful since it can facilitate students to build their responsibility to select their reading material and to reflect the progress of their learning activities.
Blogging in Extensive Reading: Students’ Voice in Blended Learning Classroom from Vision: Journal for Language and Foreign Language Learning
]]> 106 7 https://cdn.slidesharecdn.com/ss_thumbnails/4847-17636-2-pb-200711120209-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools /slideshow/students-strategies-in-learning-speaking-experience-of-two-indonesian-schools/236809963 4791-17635-1-pb-200711120102
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.]]>
The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.]]> Sat, 11 Jul 2020 12:01:02 GMT /slideshow/students-strategies-in-learning-speaking-experience-of-two-indonesian-schools/236809963 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools VisionJournalofLangu The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4791-17635-1-pb-200711120102-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The present study was an effort to investigate strategies mostly used in learning speaking, which covered direct strategies and indirect strategies. To this end, 60 students from two different high schools in a city in Indonesia, in which 30 students for each school participated this study. In collecting the data, this study used close-ended questionnaires with Strategy Inventory Language Learner (SILL) consisting of 39 items, which were analyzed by using a scoring system. The results of the study showed that students of both schools generally used the same and different learning strategies. The same learning strategies used by the students of both schools were organizing and evaluating learning, referring to metacognitive or indirect strategies. Meanwhile, the different learning strategies used by the students of both schools occurred on five strategies at a medium level. From the six types of learning strategies, as indicated in this study, the most popular learning strategies which were used by students of both schools were organizing and evaluating learning.
Students’ Strategies in Learning Speaking: Experience of Two Indonesian Schools from Vision: Journal for Language and Foreign Language Learning
]]> 106 0 https://cdn.slidesharecdn.com/ss_thumbnails/4791-17635-1-pb-200711120102-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive /slideshow/direct-teacher-corrective-feedback-in-efl-writing-class-at-higher-education-what-students-perceive/236809938 4652-18123-1-pb-200711115924
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.]]>
The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.]]> Sat, 11 Jul 2020 11:59:24 GMT /slideshow/direct-teacher-corrective-feedback-in-efl-writing-class-at-higher-education-what-students-perceive/236809938 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive VisionJournalofLangu The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4652-18123-1-pb-200711115924-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The study is aimed at describing the students’ perception of direct teacher corrective feedback in a foreign language writing class. It is descriptive quantitative research, employing questionnaires and observation as research instruments, which was conducted with 20 students of the fourth semester English department students of Palangka Raya State Islamic Institute of 2018/ 2019 academic year. The findings revealed that, firstly, in terms of the perception of students’ attitudes toward direct teacher corrective feedback, 75 percent of participants felt that they agreed to receive direct teacher corrective feedback on language form, content, and organization. Their preference for the area of corrective feedback in language forms was 85 percent while the organization was 65 percent. Secondly, dealing with the students’ perception on direct teacher feedback, 90 percent of students argued that they felt satisfied when they got direct teacher feedback. 85 percent of students perceived that their teacher’s feedback helped them improve their writing, and 90 percent of them realized that their teacher’s feedback made them feel confident in producing a better draft. Finally, most students responded that they appreciated the teacher’s feedback. In addition, the students believed that direct teacher feedback improved writing especially on grammar accuracy and organization.
Direct Teacher Corrective Feedback in EFL Writing Class at Higher Education: What Students Perceive from Vision: Journal for Language and Foreign Language Learning
]]> 108 1 https://cdn.slidesharecdn.com/ss_thumbnails/4652-18123-1-pb-200711115924-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method /slideshow/exploring-students-motivation-and-vocabulary-achievement-through-labeling-method/236809862 4509-17610-1-pb-200711115423
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.]]>
Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade.]]> Sat, 11 Jul 2020 11:54:23 GMT /slideshow/exploring-students-motivation-and-vocabulary-achievement-through-labeling-method/236809862 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method VisionJournalofLangu Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students' motivation in learning English. Researcher's preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students' motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students' vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students' motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students' motivation and to improve vocabulary achievement in elementary grade. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4509-17610-1-pb-200711115423-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Motivation provides energies for students to decide efforts and they pursue it hardly. It is important to build students&#39; motivation in learning English. Researcher&#39;s preliminary study toward the fourth grade of MIS Azzikir Kalialia in February 2019 indicated students&#39; motivation was in the low category, while the result of the pre-test showed 35% of students did not achieve success standard in learning vocabulary. The objectives of the study is to explore how students are motivated by using labelling method and to improve students&#39; vocabulary achievement by using labelling method. The number of the subject is 20 students. The instruments are the test, questionnaire, and observation under the Classroom Action Research method. After treatment, the questionnaire indicates students&#39; motivation in high motivation and whole students achieve the standard of vocabulary achievement. Therefore, the labelling method promotes a way of English language teaching to build students&#39; motivation and to improve vocabulary achievement in elementary grade.
Exploring Students’ Motivation and Vocabulary Achievement through Labeling Method from Vision: Journal for Language and Foreign Language Learning
]]> 77 1 https://cdn.slidesharecdn.com/ss_thumbnails/4509-17610-1-pb-200711115423-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Vocational Teachers Challenges in Developing Their Professional Competence in Indramayu /slideshow/vocational-teachers-challenges-in-developing-their-professional-competence-in-indramayu/236809144 4436-14064-1-pb-200711110452
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.]]>
As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.]]> Sat, 11 Jul 2020 11:04:52 GMT /slideshow/vocational-teachers-challenges-in-developing-their-professional-competence-in-indramayu/236809144 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Vocational Teachers Challenges in Developing Their Professional Competence in Indramayu VisionJournalofLangu As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4436-14064-1-pb-200711110452-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> As ESP teachers, the teachers are always forced to maintain their knowledge because the development of specific knowledge is changing very fast. The teachers should progressively develop their competence because it will influence the goal of teaching (Latha, 2014). This study focuses on investigating the kinds of challenges that have faced by vocational teachers in developing their professional competence. The research design of this study is a case study. The participants of this study were five vocational teachers who have been teaching in Vocational Schools in Indramayu at least for about two years. The writer used a semi-structured interview to collect the data. The data from the meeting were transcribed and analyzed qualitatively. The result showed that there are three main challenges in developing professional competence. Those challenges are the availability of seminars and workshops in their city, the less support from the institution, and the lack of facilities and infrastructure.
Vocational Teachers Challenges in Developing Their Professional Competence in Indramayu from Vision: Journal for Language and Foreign Language Learning
]]> 97 1 https://cdn.slidesharecdn.com/ss_thumbnails/4436-14064-1-pb-200711110452-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Developing English Supplementary Materials through Instructional Conversations /slideshow/developing-english-supplementary-materials-through-instructional-conversations/236809127 4431-14068-1-pb-200711110339
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.]]>
This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.]]> Sat, 11 Jul 2020 11:03:39 GMT /slideshow/developing-english-supplementary-materials-through-instructional-conversations/236809127 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Developing English Supplementary Materials through Instructional Conversations VisionJournalofLangu This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4431-14068-1-pb-200711110339-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This study aimed to develop English supplementary materials to meet the needs of nursing students on English learning through Instructional Conversation (IC) method. This research was categorized into research and development. The materials were validated by two experts to come to the final product. This research conducted at the Nursing Study Program involving students of the second semester. The data collected from classroom and checklist observation, questionnaire, an interview. Considering the data collected, the English textbooks available and used in the Nursing Study Program contains English language learning materials that are still common and less specific for students used in the nursing study program. Therefore, English supplementary materials through Instructional Conversation (IC) method should be developed by considering the needs of lecturers and students. English supplementary materials through the Instructional Conversation method were developed by considering several aspects.
Developing English Supplementary Materials through Instructional Conversations from Vision: Journal for Language and Foreign Language Learning
]]> 114 4 https://cdn.slidesharecdn.com/ss_thumbnails/4431-14068-1-pb-200711110339-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Effect of Photovoice on Speaking Skills at the Secondary School Level /slideshow/the-effect-of-photovoice-on-speaking-skills-at-the-secondary-school-level/236809101 4075-14067-1-pb-200711110143
The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.]]>
The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.]]> Sat, 11 Jul 2020 11:01:43 GMT /slideshow/the-effect-of-photovoice-on-speaking-skills-at-the-secondary-school-level/236809101 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) The Effect of Photovoice on Speaking Skills at the Secondary School Level VisionJournalofLangu The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students' motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4075-14067-1-pb-200711110143-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The students need to be fluent in speaking to express their ideas and what they think in their minds also to communicate with others. As a matter of fact, speaking using Bahasa is not a big deal for students since it is their mother tongue, but as they have to speak in English, it becomes a big problem. They can’t imagine what they want to speak, they are afraid and unconfident if they try to speak English. Therefore the teacher should provide the students&#39; motivation to speak up and use the appropriate method in teaching speaking. Photovoice is a suitable method using a camera for supporting the process of teaching-learning. The purpose of the study is to identify the effect of using Photovoice on speaking skills at the secondary school level. We used a speaking test to complete and process the data. The participants of the study were the students at the secondary level. The outcome of the study revealed that the students who taught using Photovoice had better skills in speaking English than the students who were not taught using Photovoice. Through this method, the students become interested and active during the study. They seemed to enjoy and excited about an exhibition or presentation.
The Effect of Photovoice on Speaking Skills at the Secondary School Level from Vision: Journal for Language and Foreign Language Learning
]]> 76 0 https://cdn.slidesharecdn.com/ss_thumbnails/4075-14067-1-pb-200711110143-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University /VisionJournalofLangu/interdental-consonant-sound-errors-made-by-first-semester-students-of-english-education-of-sanata-dharma-university 3816-13536-3-pb-200711105810
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.]]>
This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.]]> Sat, 11 Jul 2020 10:58:10 GMT /VisionJournalofLangu/interdental-consonant-sound-errors-made-by-first-semester-students-of-english-education-of-sanata-dharma-university VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University VisionJournalofLangu This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3816-13536-3-pb-200711105810-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.
Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University from Vision: Journal for Language and Foreign Language Learning
]]> 130 0 https://cdn.slidesharecdn.com/ss_thumbnails/3816-13536-3-pb-200711105810-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Academic Words in the English Research Article Abstracts: the Coverage and Frequency /VisionJournalofLangu/academic-words-in-the-english-research-article-abstracts-the-coverage-and-frequency 3935-13450-4-pb-200711105633
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.]]>
The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.]]> Sat, 11 Jul 2020 10:56:33 GMT /VisionJournalofLangu/academic-words-in-the-english-research-article-abstracts-the-coverage-and-frequency VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Academic Words in the English Research Article Abstracts: the Coverage and Frequency VisionJournalofLangu The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3935-13450-4-pb-200711105633-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> The present study aimed at exploring the abstracts of research articles written by non-native English researchers to uncover the specific characteristics of academic vocabulary employed in the English research articles abstracts.It focuses on frequency and coverage distribution of the words from the Academic Word List (Coxhead, 2000) in the abstracts of research articles. The source of data for this corpus study was gathered from 97 abstracts written by the EFL researchers and published by the Journal Pendidikan dan Kebudayaan Missio at STKIP St. Paulus Ruteng from 2015 until 2018. The results of this study revealed that the coverage of K1, the first most frequent 1000 English words, is the most dominant lexical items applied by the researchers. It covered 71.33% of the texts. The representation of lexical items that belong to K2, the second most frequent 1000 English words, covered 5.44% of all the words used by the writers in their abstracts. Moreover, the presence of Academic Word List, which refers to a list of 570 word families that are commonly found in academic texts and Off-list, which refers to the words that do not belong to K1 or K2 because it is related to certain field, has slight difference over all of the texts where the former covers 11.95% and the later covers 11.26%. As far as the findings of the present study are concerned, the room for some improvements on academic words applied in the abstracts need to pay attention.
Academic Words in the English Research Article Abstracts: the Coverage and Frequency from Vision: Journal for Language and Foreign Language Learning
]]> 163 5 https://cdn.slidesharecdn.com/ss_thumbnails/3935-13450-4-pb-200711105633-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Use of Codenames Game to Help Students in Learning Vocabulary /slideshow/the-use-of-codenames-game-to-help-students-in-learning-vocabulary/236808954 3770-13465-5-pb-200711105247
English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.]]>
English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.]]> Sat, 11 Jul 2020 10:52:47 GMT /slideshow/the-use-of-codenames-game-to-help-students-in-learning-vocabulary/236808954 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) The Use of Codenames Game to Help Students in Learning Vocabulary VisionJournalofLangu English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3770-13465-5-pb-200711105247-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> English department students of IAIN Pekalongan have many shortcomings in memorizing vocabulary. This is evidenced by our observations when students are speaking in front of the class. Sometimes, students are confused about conveying information they want to deliver because they are constrained by a lack of memorization of vocabulary. The situation happens when students must use English in active discussions. So far, the students tend to memorize vocabulary. Besides that, vocabulary books are less effective and less interesting because it only relies on the use of language skills. One way to learn vocabulary in a simple way is through codenames game. This game provides many vocabularies that must be guessed by the players in a team. Then, another player should describe the word to be guessed. So, this research’s questions are how the codenames game is implemented due to learning English in a fun way. By reflecting the question, the purpose of this research is to provide information on the implementation of codenames game which helps English department students of IAIN Pekalongan enrich and build their vocabulary through a fun way using game cards. Based on our observation, the result showed that applying the codenames game could enrich the students’ vocabularies, be an alternative entertainer so that the students do not easily get bored, and strengthen the students’ memory. Thus, it can be concluded that playing codenames game promotes a helping way to enrich and build the students’ vocabulary.
The Use of Codenames Game to Help Students in Learning Vocabulary from Vision: Journal for Language and Foreign Language Learning
]]> 223 3 https://cdn.slidesharecdn.com/ss_thumbnails/3770-13465-5-pb-200711105247-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu) /slideshow/the-role-of-selfefficacy-in-students-writing-ability-a-case-study-at-second-grade-students-of-a-senior-high-school-in-indramayu/236808905 6-200711104922
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.]]>
This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.]]> Sat, 11 Jul 2020 10:49:22 GMT /slideshow/the-role-of-selfefficacy-in-students-writing-ability-a-case-study-at-second-grade-students-of-a-senior-high-school-in-indramayu/236808905 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu) VisionJournalofLangu This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students' writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/6-200711104922-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This case study aimed at investigating the role of self-efficacy in students’ recount text especially in the area of writing as one of the most difficult skills in learning English. Writing difficulties faced by the students are not only based on their cognitive skill but also their own efficacy beliefs. Three problems can be found related to self-efficacy beliefs in English writing. They are related with confidence to write anxiety, and the third problem is about the students’ interest. The participants of this study are three students from a Senior High School in Indramayu. The data were obtained from three data collection: questionnaire, writing test, and also the interview. The result of this study shows that the participants of this study perceived mastery experience accounted for the greatest proportion in their writing ability. It can be seen from how students rate their confidence and given overall feelings about the way to write successfully. Social persuasions and physiological states also were influential while working on writing. Meanwhile, the common experience did not predict too much in students&#39; writing ability. Ultimately, the results of this research concluded that self-efficacy has an important role in students’ ability in writing.
The Role of Self-Efficacy in Students’ Writing Ability (A Case Study at Second Grade Students of a Senior High School in Indramayu) from Vision: Journal for Language and Foreign Language Learning
]]> 250 1 https://cdn.slidesharecdn.com/ss_thumbnails/6-200711104922-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Designing a Midterm Reading Test for Junior High School Students in Semarang: A Practical Experience of a Master Student in TESOL /slideshow/designing-a-midterm-reading-test-for-junior-high-school-students-in-semarang-a-practical-experience-of-a-master-student-in-tesol/236808891 5-200711104840
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.]]>
Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.]]> Sat, 11 Jul 2020 10:48:40 GMT /slideshow/designing-a-midterm-reading-test-for-junior-high-school-students-in-semarang-a-practical-experience-of-a-master-student-in-tesol/236808891 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Designing a Midterm Reading Test for Junior High School Students in Semarang: A Practical Experience of a Master Student in TESOL VisionJournalofLangu Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown & Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/5-200711104840-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Designing a test is an uneasy task. It is proven by the fact that many teachers find difficulties in designing a good test. The present article attempts to review the English school exam in Indonesia and present an example of the test design of a midterm reading test for junior high school students in Semarang. To this end, firstly, a sample of test script of the school exam for JHS students in Semarang in the academic year 2017/2018 was reviewed. The review of the test shows that creating a good quality of test items still become a concern for English teachers as they made some grammatical errors. Consecutively, a midterm reading test was also designed and administered in a junior high school in Semarang, Central Java. Then, the test designed was evaluated by considering the validity, reliability, and practicality as suggested by (Brown &amp; Abeywickrama, 2010). The administration of the test and evaluation show some weaknesses; therefore, the suggestions for the betterment of the test design are also made, such as revising some test items with a very low facility index and negative discrimination index. This study implicates pedagogically the teachers to train students on how to summarize and paraphrase since these skills underrepresented.
Designing a Midterm Reading Test for Junior High School Students in Semarang: A Practical Experience of a Master Student in TESOL from Vision: Journal for Language and Foreign Language Learning
]]> 194 2 https://cdn.slidesharecdn.com/ss_thumbnails/5-200711104840-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Students’ Perspective on Teaching Materials of English for Management Business II In Management Department, Universitas Muria Kudus /slideshow/students-perspective-on-teaching-materials-of-english-for-management-business-ii-in-management-department-universitas-muria-kudus/236808878 4-200711104743
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.]]>
In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.]]> Sat, 11 Jul 2020 10:47:43 GMT /slideshow/students-perspective-on-teaching-materials-of-english-for-management-business-ii-in-management-department-universitas-muria-kudus/236808878 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Students’ Perspective on Teaching Materials of English for Management Business II In Management Department, Universitas Muria Kudus VisionJournalofLangu In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/4-200711104743-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> In the era of globalization, people around the world can have interaction for satisfying their goal in any aspect of life, such as business, politics, social and culture, education, etc. for that reason, the need of English proficiency as a global language becomes a priority. Therefore, it is compulsory for all students in formal education to learn it. In university level, students of the non-English department must study English with varied purposes, depending on their major, at least for two credits. Generally, it is taught to support the basic major or discipline. Consequently, the materials are designed based on their needs, especially later when they get jobs. For this reason, the material adapted is called ESP (English for Specific Purposes) which aims at preparing students to meet the demands of the workplace, i.e. the English skills. It should be more contextual, real life for now and the future. If the material is authentic and in accordance with the needs of learners, they will likely be ready to work as the demands of the employer. With these objectives, the English materials need to be adjusted to the needs of users (stakeholders) so that after graduating from universities, freshmen can directly work or create jobs according to their expertise. This research aims to describe students’ perception of English teaching materials for Management department. A survey was conducted to second-semester students of Management department of Universitas Muria Kudus. The result of the study reveals that the students have a positive perspective on the teaching materials of English for Management Business II. They think affirmatively that the materials have been selected properly in terms of material attraction, usefulness, authenticity, variety, level of difficulty, language skill proportion and the discussed topics. In other words, the materials are appropriate for satisfying Management department students’ need to prepare their future. The implication is the materials should be revised by adding more reading texts of Business English and providing more vocabulary tasks in the real context.
Students’ Perspective on Teaching Materials of English for Management Business II In Management Department, Universitas Muria Kudus from Vision: Journal for Language and Foreign Language Learning
]]> 143 4 https://cdn.slidesharecdn.com/ss_thumbnails/4-200711104743-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 The ICT Used by the English Lecturers for Non English Study Program Students at STAIN Curup /slideshow/the-ict-used-by-the-english-lecturers-for-non-english-study-program-students-at-stain-curup/236808861 3-200711104653
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.]]>
This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.]]> Sat, 11 Jul 2020 10:46:53 GMT /slideshow/the-ict-used-by-the-english-lecturers-for-non-english-study-program-students-at-stain-curup/236808861 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) The ICT Used by the English Lecturers for Non English Study Program Students at STAIN Curup VisionJournalofLangu This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner's results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT's role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/3-200711104653-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This research is done by the researcher to investigate kinds of ICT used by English lecturers for non-English Study Program students at IAIN Curup and to investigate the roles of ICT for the English lecturer at IAIN Curup. This research used descriptive quantitative Because the questioner&#39;s results were evaluated and explained in the explanatory form.The questionnaire used as the instrument to collect the data. Questionnaire about the ICT used by the English lecturers for non-English Study Program students at IAIN Curup and the role of ICT for English Lecturer. Five processes is used to analyze the data from questionnaires in this research. They are (1) data managing of research result, (2) reading/memoing of result, (3) description of result; (4) classifying of research result and (5) interpreting of research result. The result showed that the lecturers always used three types of ICR in teaching English in the classroom, they were the speaker, educational games, and website resources. The reason for them using three types of ICT because it was easy to use and cheap. In using the ICT, the lecturers have a different opinion about About ICT&#39;s role in promoting its learning operations. The use of ICT in the teaching and learning system had 7 (seven) roles. It is about the role of ICT in motivating, attracting, and enhancing the success of learners in studying English.
The ICT Used by the English Lecturers for Non English Study Program Students at STAIN Curup from Vision: Journal for Language and Foreign Language Learning
]]> 146 8 https://cdn.slidesharecdn.com/ss_thumbnails/3-200711104653-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes /slideshow/attitude-of-foreign-language-learners-on-nonverbal-communication-and-privacy-in-communicative-classes/236808818 2-200711104438
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.]]>
Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.]]> Sat, 11 Jul 2020 10:44:38 GMT /slideshow/attitude-of-foreign-language-learners-on-nonverbal-communication-and-privacy-in-communicative-classes/236808818 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes VisionJournalofLangu Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/2-200711104438-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> Communication has verbal and nonverbal aspects.It has been estimated that 82% of class communication is nonverbal. While the role of nonverbal behavior in English classes is much it is hitherto an unexplored area. One subpart of nonverbal communication is proxemics or space. Combing nonverbal communication and the right to privacy, this article is aimed at exploring the attitude of foreign language students regarding nonverbal communication and privacy right in English classes. A nonverbal questionnaire along with privacy proposed by the researcher was answered by 107 general English participants. Based on their opinion the major findings were that students like, smiling, tidy and on time teachers who explain and illustrate in English classes. However, they do not like to answer questions regarding their personal life such as personal description, identification, health or background. As a result, their privacy right should be observed in communicative English classes.
Attitude of Foreign Language Learners on Nonverbal Communication and Privacy in Communicative Classes from Vision: Journal for Language and Foreign Language Learning
]]> 107 1 https://cdn.slidesharecdn.com/ss_thumbnails/2-200711104438-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 Enhancing Speaking Skills in the Material of Remedial Learning Through Community Language Learning in SMP Multazam Semarang /slideshow/enhancing-speaking-skills-in-the-material-of-remedial-learning-through-community-language-learning-in-smp-multazam-semarang/236808462 1-200711101930
This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill.]]>
This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill.]]> Sat, 11 Jul 2020 10:19:30 GMT /slideshow/enhancing-speaking-skills-in-the-material-of-remedial-learning-through-community-language-learning-in-smp-multazam-semarang/236808462 VisionJournalofLangu@slideshare.net(VisionJournalofLangu) Enhancing Speaking Skills in the Material of Remedial Learning Through Community Language Learning in SMP Multazam Semarang VisionJournalofLangu This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill. <img style="border:1px solid #C3E6D8;float:right;" alt="" src="https://cdn.slidesharecdn.com/ss_thumbnails/1-200711101930-thumbnail.jpg?width=120&amp;height=120&amp;fit=bounds" /><br> This paper highlighted how extremely English language learning that sometimes seemed threatening pupils in the classroom where they were unable to express much attention and confidence. They quantitatively got the worst score for this subject due to several aspects that must be comprehended by students: pronunciation, grammatical structure, vocabulary, and intonation. As long as, students participated in the teaching-learning process, they had standardly done all of the assessment. Therefore, teachers here as the facilitator or counselor should redesign the classroom’s atmosphere and its method; instead, it would invite students to show their best performance. Community Language Learning (CLL) displayed how effectively and efficiently English should be taught. Thus, this research is qualitatively reported to observe how CLL was able to increase the students’ speaking skill in the Material of Remedial Learning for students’ eight grade in SMP Multazam with the total number of 26 students. An observation sheet and the score ranking sheet were as data collection to consider the names. A fluency, a pronunciation, an expression, a vocabulary, and content were the instrument to analysis their performance. This study was Classroom Action Research which revealed that the students are comfortable in joining learning’s experience, and its effects to their competence in speaking skill with the amount of enhancement through 2 cycles; post-test 1 and post-test 2. CLL was considered to be an effective method since it contributed to the prominent effect of speaking skill.
Enhancing Speaking Skills in the Material of Remedial Learning Through Community Language Learning in SMP Multazam Semarang from Vision: Journal for Language and Foreign Language Learning
]]> 191 3 https://cdn.slidesharecdn.com/ss_thumbnails/1-200711101930-thumbnail.jpg?width=120&height=120&fit=bounds document Black http://activitystrea.ms/schema/1.0/post http://activitystrea.ms/schema/1.0/posted 0 https://cdn.slidesharecdn.com/profile-photo-VisionJournalofLangu-48x48.jpg?cb=1594896227 Vision: Journal of Language and Foreign Language Learning focusses on English language teaching and learning and language studies. It is intended to communicate original research and current issues on the subject. The subject covers literary and field studies with various perspective on English language learning and teaching. This journal warmly welcomes contributions from scholars, researchers, practitioners of related disciplines. journal.walisongo.ac.id/index.php/vision https://cdn.slidesharecdn.com/ss_thumbnails/5187-17519-2-pb-200711124544-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/experiences-and-challenges-perceived-by-indonesian-efl-teachers-as-nonnative-english-speaker-teachers-nnests-in-thailand/236810670 Experiences and Challe... https://cdn.slidesharecdn.com/ss_thumbnails/4862-17522-2-pb-200711124406-thumbnail.jpg?width=320&height=320&fit=bounds VisionJournalofLangu/teachers-perspective-on-strategy-for-teaching-english-vocabulary-to-young-learners-236810639 Teachers&#39; Perspective ... https://cdn.slidesharecdn.com/ss_thumbnails/4847-17636-2-pb-200711120209-thumbnail.jpg?width=320&height=320&fit=bounds slideshow/teachers-perspective-on-strategy-for-teaching-english-vocabulary-to-young-learners/236809981 Blogging in Extensive ...