Developing English Supplementary Reading Cards (ESRCs) for Young Learners to Promote Free Voluntary Reading Program

Abstract: In English classes, young learners are mostly put into intensive reading sessions as the main menu where the focus of the session is on young learners’ academic achievement. As a result, it is far from promoting reading English for pleasure. Like other skills in life, young learners learn to read by reading. The more they read, the better their reading competence will be. The better they read, the more enjoyable they find the reading activity. These paradigms function as the basis of pro-viding young learners with various reading materials to read and enough time to spend for reading. This study aimed at developing English supplementary reading material to support young learners to enjoy some reading activities. The Research and Development (R & D) procedure was employed to perform the whole process of the development and validation. With the reading material developed available, young learners are supposed to enjoy reading their own choice at their own pace as they are put into a free voluntary reading program. As a result, young learners have shifted their negative mindset about reading activity. Key Words: english supplementary reading cards, free voluntary reading program Abstrak: Dalam kelas bahasa Inggris, sebagian besar pelajar pemula dimasukkan ke dalam sesi mem-baca intensif, dengan fokus pada prestasi akademiknya. Akibatnya, jauh dari tujuan untuk mengenalkan membaca bahasa Inggris yang menyenangkan. Seperti keterampilan hidup lainnya, pelajar pemula belajar membaca bacaaan. Semakin banyak yang mereka baca, akan semakin baik kompetensi membaca mereka. Semakin baik mereka membaca, lebih menyenangkan mereka melakukan aktivitas membaca. Paradigma ini berfungsi sebagai dasar untuk menyediakan pelajar pemula dengan berbagai bahan bacaan untuk dibaca dan menyediakan waktu yang cukup untuk membaca. Penelitian ini bertujuan untuk mengembangkan bahan bacaan tambahan berbahasa Inggris untuk mendukung pelajar pemula agar menikmati kegiatan membaca. Prosedur Penelitian dan Pengembangan (R & D) dipakai untuk se-luruh proses pengembangan dan validasi. Dengan tersedianya bahan bacaan yang telah dikembang-kan, pelajar pemula seharusnya menikmati kegiatan membacanya dengan pilihan dan kemampuan mereka sendiri karena mereka dimasukkan ke dalam program membaca bebas secara sukarela. Akibat-nya pola pikir negatif mereka tentang aktivitas membaca telah bergeser.Kata kunci: kartu bacaan bahasa Inggris pelengkap, program membaca bebas dengan sukarel

The Students’ Lesson Plans in the In-Service Ppg-Elt Program

In the Program Pendidikan Profesi Guru Dalam Jabatan (In-service PPG Program), as in other teacher training programs, lesson plans are a prerequisite for peer teaching. In this program, seven out of 17 sessions are allotted for lesson plan writing, finalization, presentation, discussion, and revision. This arrangement is meant to enable the PPG students to develop lesson plans, discuss them with their facilitators and fellow students, get feedbacks, and improve them. At the end of this process, the students are expected to produce acceptable and feasible lesson plans. Do the students fulfil this expectation? To answer this question, all the components of their lesson plans are analyzed. The analysis focuses on the lesson plans the students prepared for high school level. Keywords: lesson plan, in-service, PPG, EL

Cultural Diversity: When Teachers are at a Loss

Teaching is a rewarding activity, but it can be really frustrating when teachers fail to make their students learn. Teachers in the Department of English of  our University stumble on a group of students from a particular region in Indonesia. Our observations on these students in our own classes, feedbacks from teachers in other classes, remarks from the chair of the students’ association, and the results of an interview with them reveal problems in entry behaviour, academic achievement, initative, motivation, class responses, and self-discipline. The teachers find it hard to deal with these students and think that these problems are rooted in the so-called cultural differences, but are they really cultural? This article describes these problems, addresses their reasons from the perspectives of culture and pedagogy, and explores possibilities to overcome them.  Keywords: cultural diversity, teachers, students, problem

Exploring EFL Pre-Service Teachers' Mentoring Process and The Challenges in Their Practicum

This study examined pre-service teachers’ mentoring processes and challenges. The interview protocol was used to collect qualitative data. Five pre-service teachers were investigated. Pre-service teachers experienced different mentoring processes. The five pre-service teachers’ mentoring frequency, content, support, and feedback varied. Most pre-service teachers were mentored on a regular basis. Mentoring usually occurs before and after the teaching practice. The content of mentoring covers the pedagogy, teaching materials, and limited technology for teaching. They faced five issues: lack of feedback, mentee exploitation, having compelled to emulate the mentor’s style, no guidance, and lack of time for mentoring. The findings indicate the need for a mentoring course or mentoring manual for mentor teachers to provide quality mentoring. Keywords: EFL pre-service teachers, mentoring practice, mentoring challenge

A Phenomenological Study of EFL Teachers’ Experiences in Putting Multiliteracy Pedagogy through Online Teaching

This research explored the implementation of multiliteracy pedagogy during online teaching in higher education. A qualitative method was used with interviews, observation, and document analysis. Five EFL teachers who taught reading and writing courses were the participants. Findings showed that the teachers utilized strategies in the class during online learning, like integrating students' prior knowledge with the new material, using students' and teachers' center methods, creating strategies to build students' critical thinking, and giving students projects. However, in scaffolding dimensions, some teachers argued that face-to-face learning was the more appropriate way to maximize scaffolding. Adapting the framework of the New London Group (1996), Kalantzis and Cope (2005), and Cope and Kalantzis (2015), the result indicated that five EFL teachers implemented multiliteracy pedagogy by using different strategies: creating an enjoyable environment in situated practice, utilizing many multimodalities in overt instruction, building students' critical thinking in critical framing, and existing knowledge and skills into students' project in transformed practice, and others. Based on the results, several suggestions will be valuable to future researchers: integrating multiliteracy pedagogy into other courses and investigating multiliteracy pedagogy in online and face-to-face learning

Profile of English Successful Students at Junior High School

Abstract: This research investigates the profile of English successful students at SMPN 2 Kras Kediri East Java. Employing the case study method, this research about particular students involved subjects that were selected on the basis of the scores of test given by researcher and average scores recorded by the teacher. The data were collected through the interview, observation, and documentation. The findings revealed that successful learners are from a marginal school which notably has limited learning facilities and media. They were both introversion and extraversion who have high motivation in learning English. They have supporting family in terms of providing the needs of study. To be successful students, all respondents employed more strategies inside and outside the class. Key Words: successful EFL students, factors in EFL learning, sub-urban schoolAbstrak: Penelitian ini bertujuan untuk mengetahui profil siswa yang berhasil dalam belajar bahasa Inggris pada SMPN 2 Kras Kediri Jawa Timur. Metode studi kasus digunakan dalam penelitian ini terha-dap siswa tertentu. Subjek penelitian dipilih berdasarkan nilai tes yang dilakukan sebelumnya oleh peneliti dan rata-rata nilai yang direkam oleh guru bahasa Inggris. Data penelitian diperoleh melalui wawancara, observasi, dan dokumantasi. Hasil temuan menunjukkan bahwa siswa yang berhasil dalam belajar bahasa Inggris berasal dari sekolah pinggiran yang mempunyai fasilitas dan media belajar yang terbatas. Mereka termasuk siswa introvert and extrovert yang mempunyai motivasi yang tinggi dalam belajar bahasa Inggris. Mereka mempunyai keluarga yang sangat mendukung dalam hal penyediaan kebutuhan belajar mereka. Untuk menjadi berhasil, mereka melakukan usaha yang lebih baik di dalam ataupun di luar kelas.Kata kunci: siswa yang berhasil dalam belajar bahasa Inggris, faktor- faktor dalam belajar bahasa Inggris, sekolah pinggira

PENGEMBANGAN READING BOX UNTUK MENINGKATKAN MINAT BACA MAHASISWA

Due to the unavailability  materials  for Reading  II   subject,  this study attempts to develop a reading box material which consists of 80 units of 400-500 words. Each unit contains introduction,  questions, readings, answer keys, reflection and also monitoring books. This reading box enables the students to practice reading extensively and independently. This material was developed through several stages, they were: planning, exploration, the development  of the products, validation and laminating. In validation, the revision was done on the questions, readings, answer keys, reflections, illustration, lay out, the title and on the monitoring book. However, the results of the questionnaire  on validation process show that the material was qualified in terms the content, the appropriateness of the reading type and its topic with the students’ interest and  intellegence, the length of the readings, the variety of the text types, the difficulty level, illustration, lay out, the font and the letter siz

Indonesian EFL Students’ Perceptions on the Implementation of Flipped Classroom Model

The flipped classroom model has gained popularity in education recently. In this model of learning, the students learn materials (e.g., by watching lectures through video) at home, and then they learn more actively in the school classroom. Although flipped classroom model has been popular, the implementation of flipped classroom in an English as a Foreign Language (EFL) context has not been widely published. This article reports results of research examining students’ perceptions on the implementation of the flipped classroom model. It involved 30 senior high school students who joined a writing class using flippled classroom model. Data were collected by using questionnaires, immediate interview and observations. The results of the research showed that the students found the activities applied in the flipped classroom model helped them write better. The videos they watched as well as teacher and peer feedback in their writing process improved their writing ability. This study also presented some caveats for teachers when they intend to flip the class

HEDGES USED BY INDONESIAN ELT STUDENTS IN WRITTEN AND SPOKEN DISCOURSES

Hedging expression is considered an important interactional metadiscourse device which shows the writer’s/speaker’s degree of confidence in the truth of a proposition and his/her attitude to the readers or listeners in academic discourse. Although considerable research on hedges has been undertaken, there have been virtually no studies on hedges in spoken discourse in educational contexts. To fill this gap, this study aims at describing and comparing the use of hedges by Indonesian ELT students in written and spoken discourses. This study is descriptive qualitative in nature. The research subjects were 20 ELT graduate students registered in 2015 at a state university in East Java, Indonesia. The sources of data were the students’ thesis proposals and thesis proposal presentations, particularly the ‘background of the study’ section. As such, the study used a corpus-based approach which utilized concordance software, i.e. AntConc (3.4.4), to examine the frequency of hedges based on types. The use of hedges was categorized on the basis of hedges taxonomy adapted from Salager-Meyer (1994) and Hyland (2005). The findings of this study revealed that (i) in terms of types and frequency, the patterns of the use of hedges types (from the most to the least frequently used) by ELT students in both corpora were almost similar: WD: S–Ap–Em–Ex–Ch, and SD: S–Ap–Ex–Em–Ch (see Table 2 for legends); (ii) ELT students employed more hedges in written discourse than in spoken discourse; and (iii) approximately 65% of hedges variants provided in the taxonomy were employed by ELT students in written and spoken discourses. On the basis of the results of the study, the discourse mode (written or spoken) can be a factor that affects the use of hedges in academic discourse

Indlish: Indonesian-English Production and Its Formation

Language hybridity production is a linguistics phenomenon that comes up nowadays among multilanguage speakers. Indlish then comes up as a part of Englishes, this new term refers to language hybridity formed from the combination of the Indonesian affixations and the English words. This qualitative research conducted in two months for collecting the speakers’ hybrid words productions. The participants on this research are 32 graduate students that speak in at least 4 languages and at most 7 languages. The result shows that there is a formation of the hybrid words produced by the students, the formation is followed by the Indonesian rule of affixation addition and places the English words instead of the Indonesian. Keywords: morphology, word production, hybrid, Indonesian, Englis