English Franca Academic Journal of English Language and Education最新文献_第9页

Indonesian EFL Teacher�s Ideologies of Lingua Culture 印尼英语教师的语言文化意识

English Franca Academic Journal of English Language and Education Pub Date : 2019-05-31 DOI: 10.29240/EF.V3I01.630

Ruly Morganna

{"title":"Indonesian EFL Teacher�s Ideologies of Lingua Culture","authors":"Ruly Morganna","doi":"10.29240/EF.V3I01.630","DOIUrl":"https://doi.org/10.29240/EF.V3I01.630","url":null,"abstract":"This study aimed at investigating the interpretation of lingua-culture and its depiction in EFL learning based on Indonesian EFL teachers ideologies. This study used an instrumental case study that purposefully engaged ten Indonesian EFL teachers as the participants. A semi-structured interview was assigned to garner the expected data. This study revealed that eight teachers, ones holding an essentialist ideology, interpreted lingua-culture as one language with one culture and depicted it into several characteristics including becoming native-like English users as the goal, using natively authentic materials, framing communicative competence theory for use, and applying indirect cultural teaching. On the contrary, the rest two teachers, ones adhering to a non-essentialist ideology, interpreted lingua-culture as one language with multiple cultures and depicted it into some characteristics extending to becoming intercultural English users as the goal, using cross-cultural non-native English materials, framing intercultural communicative competence for use, and executing direct cultural teaching. As the implication, anchored in the nature of multiculturality of Indonesian students, this study promotes EFL teachers to hold the non-essentialist ideology for its sustainability. This study offers two conceptual frameworks vis-a-vis EFL lingua-culture ideologies. Of the two, there is only one scientifically considered ideal to fit the multiculturality of Indonesian students.Keywords -EFL learning ideology, lingua-culture, multiculturality","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"25 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"91194036","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques 运用戏剧电影观影技巧培养学生的英语听力

English Franca Academic Journal of English Language and Education Pub Date : 2019-05-31 DOI: 10.29240/EF.V3I01.819

Suramto Suramto

{"title":"Developing the Students� English Listening Skill by Applying Drama Movies Viewing Techniques","authors":"Suramto Suramto","doi":"10.29240/EF.V3I01.819","DOIUrl":"https://doi.org/10.29240/EF.V3I01.819","url":null,"abstract":"Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill Listening is one of fundamental skills in English. Unfortunately, most students are not able to achieve listening skill well. There are many factors that influence students? listening skill is low. This research tried to solve the problem regarding the students' difficulities in achieving listening skills by using drama movies reviewing technique this study is a quasi experimental design. The object of this paper were 30 students' of students of general conversation Classes. The data were collected by using listening achievement test. The results showed that the students who were treated by the techniques of viewing drama movies achieved higher mean score in listening skill (81.46). The techniques of viewing drama movies also gave contribution in listening skill (61.8%). Keywords: drama movies viewing techniques and listening skill","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"47 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-05-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86724697","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 2

The Influence of using Suggestopedia Method Toward Students’ Vocabulary Mastery at Eight Grade of the Second Semester in SMPN 06 Metro in Academic Year 2016/2017 建议教学法对2016/2017学年SMPN 06 Metro下学期八年级学生词汇掌握的影响

English Franca Academic Journal of English Language and Education Pub Date : 2019-01-03 DOI: 10.29240/ef.v2i2.376

Yasmika Baihaqi, Maya Rutiningsih

{"title":"The Influence of using Suggestopedia Method Toward Students’ Vocabulary Mastery at Eight Grade of the Second Semester in SMPN 06 Metro in Academic Year 2016/2017","authors":"Yasmika Baihaqi, Maya Rutiningsih","doi":"10.29240/ef.v2i2.376","DOIUrl":"https://doi.org/10.29240/ef.v2i2.376","url":null,"abstract":"English is the foreign language that we have to learn it early. Not just our country, it is very important because all of the countries use it to communicate each other. It proves that language is necessary for people to interact with other people. There are some problem formulations in this research those are “Is there any positive and significant influence of using suggestopedia method toward students’ vocabulary mastery at eight grade of the second semester in SMPN 06 Metro academic year 2016/2017?” \u0000The objective of this research is to know influence of using suggestopedia method toward students’ vocabulary mastery. The kind of this research is quasi experimental design. The research was conducted at eight grade of the second semester in SMPN 06 Metro academic year 2016/2017. The researcher took two classes at eighth grade as the sample, 29 as the experiment class and 29 were included as control class which were taken by using cluster random sampling. In collecting the data, the researcher used pre-test and post-test. In analyzing the data, the researcher used parametric ttest formula. \u0000 After analyzing the result of data by using parametric formula, the researcher gets the result of tratio is 3,009 and ttable 2,66. It means that tratio > ttable, Ha is accepted if tratio > ttable. So, there is significant influence of using suggestopedia method toward students’ vocabulary mastery at eight grade of the second semester in SMPN 06 Metro academic year 2016/2017.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"10 28 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-01-03","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"86140780","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

Language Learning Disabilities: How Can I Help My Students with Dyslexia? 语言学习障碍:如何帮助有阅读障碍的学生?

English Franca Academic Journal of English Language and Education Pub Date : 2018-12-31 DOI: 10.29240/ef.v2i2.598

Eka Apriani, D. Supardan

引用次数: 0

The Use of Total Physical Response Strategy at Junior High School of SLBN South Curup, Rejang Lebong 南校区初中全面身体反应策略的运用

English Franca Academic Journal of English Language and Education Pub Date : 2018-12-31 DOI: 10.29240/EF.V2I2.633

Paidi Gusmuliana

{"title":"The Use of Total Physical Response Strategy at Junior High School of SLBN South Curup, Rejang Lebong","authors":"Paidi Gusmuliana","doi":"10.29240/EF.V2I2.633","DOIUrl":"https://doi.org/10.29240/EF.V2I2.633","url":null,"abstract":"Abstract \u0000 \u0000This research aims at investigating implementation of Total Physical Response (TPR) strategy at Junior High School of SLBN Curup Selatan, for the problems came from phenomena occurred on the students with special needs who had different disability such as tunanetra/ blind students and Tunarungu/ deaf and mute students in Learning English. The objectives of this research were to find out how implementation and difficulties faced the students of using TPR strategy .Then the researcher used Qualitative research with a case study of descriptive Qualitative. The subjects were two of English teachers who managed or taught them by using TPR strategy. The techniques of collecting data in this research were observation and interview. In this case, the researcher used observation checklist and interview guidance. There were some steps to analyze the data:data reduction, data display and drawing conclusion/ verification. The result of the implementation of Total Physical Response at SMPLBN Curup Selatan that teachers could implemented Total Physical Response strategy effectively in which the students were able to receive information easily and were more enjoyable in learning English. Then the factors that could influence the difficulties for them to understanding material were from their low capacity to process information, and they need special treatment and suficient time in learning English. \u0000Key words: Total Physical Response Strategy","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"26 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"80274134","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 1

The Identification of Multiple Intelligence in Relation to English Achievement of the Sixth Graders of SD Negeri 32 Palembang 多元智能识别与小学六年级学生英语成绩的关系

English Franca Academic Journal of English Language and Education Pub Date : 2018-12-31 DOI: 10.29240/EF.V2I2.588

Kurnia Saputri

引用次数: 1

Conversational Gambits used by the English Education Program Students of Graduate Program of State University of Padang in Classroom Discussion 巴东州立大学英语教育专业研究生在课堂讨论中的会话策略

English Franca Academic Journal of English Language and Education Pub Date : 2018-12-31 DOI: 10.29240/ef.v2i2.528

Desti Ariani

引用次数: 3

Teacher’ Guideline in Designing English Materials in Curriculum 2013 英语课程教材设计教师指南2013

English Franca Academic Journal of English Language and Education Pub Date : 2018-06-30 DOI: 10.29240/EF.V2I1.421

S. Edy, Uci Sherly Rimadanti

{"title":"Teacher’ Guideline in Designing English Materials in Curriculum 2013","authors":"S. Edy, Uci Sherly Rimadanti","doi":"10.29240/EF.V2I1.421","DOIUrl":"https://doi.org/10.29240/EF.V2I1.421","url":null,"abstract":"The objectives of this research were knowing the guidelines used by the teachers and describing how the teachers implemented the guidelines in designing English materials in curriculum 2013. The researcher chose descriptive study as the kind of research and presented the results in qualitative way. There were five teachers from some Senior High Schools who had participated as the subjects of the research. The researcher used document analysis and interview to collect the data. Document analysis was used to know what the guidelines used by the teachers in designing English materials were. Then, interview was used to collect the detailed qualitative data expressed in the respondents’ own words in order to describe the implementation of guidelines by the teachers in designing English materials. The results of this research, based on Howard and Major’s theory, showed that the teachers used thirteen guidelines and did not use three guidelines in designing English materials. Next, the teachers implemented the guidelines by using syllabus as a guidance, and the materials were designed based on students’ experiences, realities and ages. Based on the results of this research, the researcher suggested the teachers to pay more attention to the guidelines provided, because it is important to make the materials which you designed suitable with the standards in syllabus and students’ needs.","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"46 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"78494777","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 0

Peer Assessment in Facebook Comment Column about One Topic in Writing II Subject of the Fourth Semester Students of Sriwijaya University English Study Program 斯里维加亚大学英语学习计划第四学期学生写作主题的Facebook评论栏同行评议

English Franca Academic Journal of English Language and Education Pub Date : 2018-06-30 DOI: 10.29240/EF.V2I1.459

R. Inderawati, Ahmad Hafiz Pratama, Bambang A. Loeneto

{"title":"Peer Assessment in Facebook Comment Column about One Topic in Writing II Subject of the Fourth Semester Students of Sriwijaya University English Study Program","authors":"R. Inderawati, Ahmad Hafiz Pratama, Bambang A. Loeneto","doi":"10.29240/EF.V2I1.459","DOIUrl":"https://doi.org/10.29240/EF.V2I1.459","url":null,"abstract":"The objectives of this study were to find out (1) the completeness of the students’ comments on Facebook, (2) the quality of the students’ comments, and (3) the percentage of how well the students identified the characters of a good paragraph. The population of this study was the fourth-semester Palembang class students of English Education Study Program 2013 of Sriwijaya University. The sample of the study was 48 students that were selected by using total sampling technique. The data were collected from the students’ comments on Facebook of Writing II class in the academic year 2015 and analyzed by using two rubrics containing scoring systems. The results showed that the completeness in giving comments on the Facebook group could be categorized into a very good category with the final score was 10. While, the quality of the comment from the students was also Good with the final score was 15.56. The percentage of how well the students identified the characters of a good paragraph was 83.33% in very good level, 10.41 % in good level and 6.25 % in average level. Overall, the final score of the students’ comments from those three research questions were average with the score was 9.85. It can be concluded that the students’ comments on Facebook Comment Column in Writing II Class in the academic year 2015 was average. \u0000Keywords: academic writing; Facebook; peer comments","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"50 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84332546","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 7

Strategies in Learning and Techniques in Teaching English Speaking 学习策略与英语口语教学技巧

English Franca Academic Journal of English Language and Education Pub Date : 2018-06-30 DOI: 10.29240/ef.v2i1.454

Leffi Noviyenty

{"title":"Strategies in Learning and Techniques in Teaching English Speaking","authors":"Leffi Noviyenty","doi":"10.29240/ef.v2i1.454","DOIUrl":"https://doi.org/10.29240/ef.v2i1.454","url":null,"abstract":"Learning how to speak English fluently and accurately is always a grand task for foreign students. Strategies in learning to speak as one of important factors of speaking skill should be considered not only by foreign students but also the teachers. Students’ strategies in learning to speak English should be in balance with teachers’ techniques in teaching students to speak English. Both affect the improvement of students’ ability in speaking English. This research is descriptive which tries to describe and elaborate the students of SMAN 1 Curup’s strategies in learning to speak English and their English techniques in teaching them to speak. There were 47 third year students selected as the sample from 8 classes and 7 English teachers. The instruments used in this study were questionnaire which were given both to the students and teachers with different items and also interview guidance. The findings showed that the strategies used by SMAN 1 Curup’s students in learning to speak English were classified into metacognitive strategies, cognitive strategies, social strategies, and affective strategies. The English teacher techniques in teaching student were roleplay, group presentation, group discussion, speech competition, dialogues, direct correction, speaking in group, debate competition, games, and listening song. \u0000Keyword : Students’ Strategies, Speaking, Teachers’ Techniques","PeriodicalId":33323,"journal":{"name":"English Franca Academic Journal of English Language and Education","volume":"169 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2018-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"90052916","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}

引用次数: 8