Enhancing Speaking Proficiency by Adapting Grammar- Translation Method And Electronic Dictionary For Young Learners

The young learners are very potential to grow their knowledge earlier. By having sufficient knowledge in their heads, they have a great opportunity to develop any other knowledge. English, however, is an important language in the world. By using English, the students could know more about anything. There are many kinds of method used by teachers to teach young learners to speak English. The teacher is often trying very hard to bring the students into a learning atmosphere. Indeed, Both the teacher and students want to get the expected goal. On the other hand, the condition turns to be uneasy when the students are reluctant to respond to their teacher’s questions as feedback. It is an important part for the teacher to find another method to help students active. Moreover, vocabulary building is an essential part of delivering the intention to others. By having enough vocabulary list in the students’ head, it would ease them to choose the right words to convey. Hence, the use of an electronics dictionary could satisfy the students’ needs. By implementing it while learning grammar and reading, the students could better their vocabulary and pronunciation skills to conduct speaking

The Implementation of Single Picture to Teach Describing Things Orally at Vocational High School to Increase Speaking Ability

Vocational High School could not fulfil completely the requirements of skilled workers to support Indonesia globally. So, this study is to describe the implementation of a single picture to teach describing things orally at vocational high school to increase speaking ability. This study used classroom action research which has planing, acting, observing and reflecting step. The data was collected using speaking performance tests for the quantitative and observation checklist, field notes, and questionnaires for the qualitative. In the first cycle, all students could not describe things well because they did not get treatment. In the second cycle, 23% of students were excellent, 60% were good, and only 12% were categorized poorly. It can be implied that a single picture could assist the students’ creativity in describing things orally and increase the speaking ability

ENHANCING INNOVATIVE PEDAGOGY IN TEACHING ENGLISH AS AN INTERNATIONAL LANGUAGE FOR INDONESIAN LEARNERS

English at present is not viewed as a foreign language concerning global needs that should be learned and understood by students with isolation. Therefore, English undergoes shifting from foreign into international language or English as International Language (EIL). This paper describes the importance of EIL teaching to Indonesian students through innovative pedagogy as an effort to speed their English competence in written and spoken. At present theories and research studies dealing with EIL and innovative pedagogies are presented. All confirm that it is time to teach EIL to make the students having their identity although they use English. In EIL, students respect the local identity while learning English. Innovative pedagogy is the instruction strategy to make the students interactive and interested in English. Hence, the teachers’ role in teaching English through innovative pedagogy is required. Teachers should use the students’ environment as teaching material with global knowledge

THE PERCEPTIONS OF INDONESIAN SECONDARY EFL TEACHERS CONCERNING THEIR ROLES IN SYLLABUS DESIGN

In dealing with syllabus design, teachers must recognize their roles in syllabus design since they are taking part in it. Consequently, this current study attempts to explore Indonesian secondary EFL teachers concerning their roles in syllabus design. It covers three points: their general perceptions, their boundaries, and their qualification as the EFL teacher in syllabus design. The main theory used in this study is by Nunan (2000) related to the roles in syllabus design. This study applied a qualitative approach using open-ended questionnaires and virtual interviews as the instrument of the study. A total of five respondents have participated in this current study.  The results found that the teachers believe that they have a role as the implementer and designer of syllabus design. Related to their boundaries in teaching English, all teachers create and develop the syllabus based on the student's needs. Besides, it discovers that teachers are likely to have the freedom to design their activities and materials based on the student's needs even though they should follow the basic element of the syllabus provided by the authorities. Finally, the teachers still need guidance and training in syllabus design since they have a fewer understanding of syllabus design

Teachers' Experience of Teaching and Online Learning Via WhatsApp as a Combination of Interactive English Learning media in the Covid-19 Pandemic Era of UNU Lab Elementary School Students in Blitar

English learning in elementary schools should be engaging, interactive and fun so that students have an interest and motivation for learning especially in the current Covid-19 pandemic, but in reality, the learning patterns in SD Lab Blitar UNU still do not apply English learning patterns that are interactive and fun online because teachers have not affected the learning model that suits students' needs. They find it difficult to determine the right online media as a learning medium due to locations that do not support using the full online facility. The purpose of this study is that the authors intend to provide solutions in formulating exciting and interactive patterns of English teaching to all teachers and students during the co-19 pandemic under online learning conditions. The author uses a qualitative approach through the case study application and applies self-selection to select audiences and conduct online interviews to retrieve all data in the completeness of the study. The results revealed that Teachers' Experience of Teaching and Online Learning Via WhatsApp could create Interactive English Learning in the Covid-19 Pandemic Era, and the Combination can attract students' interest in learning online

VERBAL AND NONVERBAL LANGUAGE: PRE-SERVICE TEACHERS’ DECISIVENESS IN TEYL

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners

Improving Students’ Critical Thinking through Guided Discovery Learning Method in Argumentative Texts Reading

To effectively satisfy the 21st century learning capabilities, students' critical thinking abilities must be improved, especially in higher education. When learning to read, this can be performed. In this instance, the students should employ their critical reading strategies. students can employ critical reading practices to develop their critical thinking abilities. In this study, an argumentative text was chosen since students in higher education should be able to write scientific papers like theses and journal articles. This study aims to apply the Guided Discovery Learning method in critical reading classes using argumentative texts. This research was conducted on third semester students of the English Education study program, Surabaya State University. Data collection was obtained through observation, tests, and questionnaires. The results of the study show that the reading of argumentation texts becomes more in-depth and critical after the Guided Discovery Learning method is applied. This increase is partly due to the existence of elements of experience and concrete situations that make it easier for students to understand problems and make decisions in a comprehensive manner. Keywords: Critical Thinking, Guided Discovery Learning, Argumentative text

Argumentative Essay Patterns Produced by University Students

This study aims to discover patterns in students' argumentative essays in writing class. As is well known, argumentative writing in higher education has been difficult over the years, with students performing poorly compared to other papers required by the curriculum. A qualitative survey was conducted to obtain in-depth answers about students' argumentative essays, and the participants were 28 students. Still, only 12 essays were considered due to the quality of the writing itself. As a result, the students' argumentative writing results in three different looks. The first is that it was discovered that there was good surface structure but poor quality of reasoning; failure to rebut all of the counterarguments; good surface structure but the poor quality of reasoning, particularly with non-aligned rebuttals; good surface structure but poor rebutting undermining the overall quality of reasoning; and essays that conformed well to surface design because they contained two or three reasons. To summarize, students' knowledge of text content is determined by their ability to construct their thoughts based on false facts and, as a result, claim figures and invent experts in making their arguments. Therefore, students need instruction on what they are expected to accomplish in their writing

A Content Analysis of Cultural Representation in High School English Textbook in 2013 Education Curriculum

This study reports cultural content in the latest high school English textbook concerning the 2013 education curriculum. Besides, this paper also explores the intercultural communicative competence within the English textbooks. A qualitative research design is employed in this study. Moreover, the cultural contents and intercultural communicative competence were taken from the reading text on English textbooks for the last grade of senior high school entitled ‘Bahasa Inggris 2018 revised edition’. This study relied on the kind of cultural contents by Cortazzi & Jin (1999), types of cultural dimensions by Yuen (2011), and three levels of intercultural communicative competence by Byram (2002). It has been found that target culture with the cultural dimension of the product had a major proportion on the English textbook. Besides, the lowest level of intercultural communicative competence, namely basic cultural awareness was also discovered. In such a case, the complicity of intercultural values in the textbook should be given more attention so that students can easily grasp the values of various cultures. As a result, the aims of the 2013 education curriculum can be achieved well