How Foreign Students Learnt "Bahasa Indonesia" As Second Language

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning

DEVELOPING BUSINESS CROSS CULTURE MATERIALS IN NEED OF ENGLISH FOR SPECIFIC PURPOSE

Some English departments generally provide Cross Cultural Understanding (UCC) as a content subject. They usually emphasize more on knowledge. In need of English for Specific Purpose (ESP, Business Cross Culture (BCC) is designed to develop learners communicative skills in English for business or social purposes for learners of Business English department of Politeknik Ubaya.In the paper, the writer aims at sharing his teaching experience of develop BCC materials in need of ESP instead of content-based instruction. It is necessary to identify the specific need of learners that study BCC.Then, their learning objectives are clearly set up and their relevant learning tasks are also prepared. As a matter off act, ESP is a promosing approach for preparing larners to succeed in their future global workplace. The learners also want to learn passionately when learn what they need.That's why the writer develops BCC materials based on their needs especially to cope with Asean Economic Community. Feedbacks of working experience are also needed to enhance the success of communication in the diverse workplace. To achieve the desired outcomes,the learners should also have authentic, appropriate, and joyful learning materials so that they could perform not only their English communication skills but also their knowledge, skills, and attitude to deal with people from different culture with respect

Fostering Soft-Skills Through Contextual-Based Activities At The International Primary School

This article brings up the importance of soft-skills for language learning. It starts from a principle that the main holistic aim of language education is to make learners be smart and right. To be smart, they have to achieve the English proficiency/ competence. To be right, they have to be able to foster some necessary soft-s kills to maximize their English performance. This paper suggests that the improvement of soft-skills be conducted in English classes through a series of activities. The activities include fostering motivation to learn English, perseverance to practice English, and strategies to use English. The primary English teachers should integrate these elements into their English lessons. In addition, the paper also emphasizes that the primary English teachers have to walk the talk as the role models so that their learners trust them and feel motivated to adopt the desired values willingly

TEACHER SELF-EVALUATION MODELS AS AUTHENTIC PORTFOLIO TO MONITOR LANGUAGE TEACHERS' PERFORMANCE

Teachers may not feel satisfied with the feedback they have got from their superiors' evaluation. This paper aims at inspiring teachers with ideas of self-learning to improve their teaching performance for professional development. The writer shares his own experience as a principal and a head of the English department in exploring self-evaluation models to monitor language teachers' performance in the classroom

The Habit Formation Of Speak Ing English For Business English Students Of Politeknik Ubaya In 4.0 Industry Era

This paper investigated the English speaking habit of Business English students of Politeknik Ubaya Surabaya. The Business English study program policy was to ask its students to speak/use English in their lessons that used English as a medium of communication. In this case study, the writer would investigate them mainly on why they didn’t speak English in English lessons and what learning strategies they suggested to improve their English. In this paper, the writer would like to collect data through a questionnaire survey with 30 respondents of Business English students of Politeknik Ubaya. He found out that not all the respondents had the English speaking habits in their English lessons for many reasons though the teachers asked them to be in total English immersion. These were some learning strategies the respondents suggested to help cultivate their English competence

Anxiety On The Presentation Or Oral Examination In Learning ESL

The problem of this applied research is that learners of English often feel anxious when speaking English during presentations or oral examinations in the ESL (English as a Second Language) classroom.There are two purposes of this research - first, to find out the causes of their anxiety during the oral examinations/ presentations, and second, to know some strategies used by ESL teachers to reduce the language anxiety of their students.In this preliminary research, the writer expects to help ESL students reduce their language anxiety during the oral examinations/ presentations and provide some practical strategies for their teachers to minimize their students' anxiety during the oral examinations/presentations. Therefore, the writer would like to conduct a survey by using questionnaires and interviews in order to gain the descriptive qualitative results of this research

How Foreign Students Learn ‘Bahasa Indonesia’ as a Second Language

Foreigners who learn 'Bahasa Indonesia' in Indonesia actually learn Indonesian as a Second Language in the real-world settings. They practice Indonesian in Indonesian-speaking culture so that they expect to improve their Indonesian proficiency in a conducive language environment. In this paper, the writer would like to investigate why and how the foreign students learn it at Ubaya Language Center in Surabaya, Indonesia for about one semester. As a matter of fact, a language is also a part of culture, therefore, when they learn the Indonesian cultural activities, they might also learn the Indonesian language through cultural exposure. Based on his overall survey findings, the participants or the foreign students learning Indonesian at ULC had some reasons, such as chance for working career, for travelling, and for improving the language competence. They also used the Indonesian skills in their daily lives. This conducive language environment, their motivation and strategies in learning Indonesian in Indonesia would also enhance the success of their language learning. Keywords: communicative competence, foster, how to learn, linguistic environmen

Developing Word-Card Games to Improve English Writing

Facing the English Language Teaching (ELT) challenges nowadays, the English teachers could facilitate language learning in effective and joyful ways by creating the word-card games for learning English. In this study, the writer would like to investigate whether the word-card games he designed and developed would be the effective strategy to improve students' vocabulary and grammar for writing. There were twenty-one students participating in this classroom action research. It is also essential to know how the English teachers could meet the needs and levels of competence and design the effective word-card games for learning English. It was unique to create four topics of the games, such as Synonyms, Antonyms, Degrees of Comparison, and Making Sentences by using the same cards, to apply pedagogical principles, and also to choose a scorer for each group to help conduct successful games. The word-card games also needed some continuous improvement by trying to play the word-card games with different respondents or players in order to gain necessary feedbacks to improve the shortcomings of the word-card games. In this study, most of his students or respondents gave positive feedbacks of the word-card games for learning English especially for enhancing the joy of learning and strengthening their writing skil