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INTEGRATING LIFE SKILLS IN ENGLISH LANGUAGE TEACHING (ELT): STRATEGIES, PROBLEMS AND THEIR POSSIBLE SOLUTIONS -, Sajidin; Nurkamto, Joko; Saleh, Mursid; -, Retmono
Language Circle: Journal of Language and Literature Vol 7, No 2 (2013): April 2013
Publisher : Faculty of Languages Ã¢â¬â¹Ã¢â¬â¹and Arts, State University of Semarang

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The integration of life skills in English language teaching has to be managed properly to achieve an optimal result. The exploration to the fields reveals some problems on their implementation: (1) classroom management, (2) selection of learning materials, (3) learning assessment, and (4) selection of learning methods. In addition, most teachers were fully satisfied with the existing model due to the following reasons: (1) requiring an extra preparation and teaching media, (2) incomplete communication task executions, and (3) inflexibility of model to apply in any class. To make the model of implementation better some recommendation are made: (1) incorporating materials reflecting life skills, (2) providing more comprehensible inputs, (3) developing a representative assessments, and (4) selecting a learning method that guide teacher to gradually develop communicative competence and simultaneously develop life skills.

MISTAKES WITHIN THE DESCRIPTIVE TEXTS PRODUCED BY UNDERGRADUATE STUDENTS Arifin, Adip; -, Retmono; -, Warsono
English Education Journal Vol 4 No 2 (2014)
Publisher : English Education Journal

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Learning a target language is actually a process of trial and error, whether as the first, the second or even foreign language. This study is aimed to find out the mistakes within the descriptive texts. The method used in this study was a qualitative approach, and the design was discourse analysis. The data were taken from the 27 descriptive texts written by the fourth semester students of English Department, while the technique of analysis was based on the error analysis theory, involved: collection of a sample, identification, description and explanation. The generic structure result showed that the students could write well in the identification and aspect part, but not in conclusion part. In case of lexicogrammatical features, the use of verbs caused the most number of mistakes, or 132 mistakes (30.07%), while the fewest ones was the use of adjective, found only 4 times (0.91%) of the total mistakes. Generally, the students used the lexicogrammatical features in their writing, even though still need to be improved. The causes of studentsâ mistakes were mostly due to the interlingual aspect.

PRE-SERVICE ENGLISH TEACHERâS PERCEPTION ON COLLABORATIVE GENRE-BASED WRITING Sumekto, Didik Rinan; Saleh, Mursid; -, Retmono; Sofwan, Ahmad
The Journal of Educational Development Vol 3 No 2 (2015): November 2015
Publisher : The Journal of Educational Development

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This study was aimed at investigating the collaborative learning effectiveness and contribution toward pre-service English teachersâ (PSETsâ) perception conveyed on genre-based writing lectures. The sample was 86 undergraduate pre-service English teachers (PSETs), Tidar University of Magelang (45 respondents) and Widya Dharma University of Klaten (41 respondents). This study used simple random sampling. Data were collected by means of questionnaire using 5-scaled Likert rating to obtain PSETsâ perception, and then analyzed quantitatively by applying the SPSS program. The findings showed that the highest response toward each category in the perception referred to (1) 41.9% or 36 responses on sometimes toward lecturerâs instruction method; 44.2% or 38 responses on seldom toward learning assessment process; 48.2 or 41 responses on seldom toward lecturerâs assessment mechanism; and 53.5% or 46 responses on sometimes toward lecturerâs instruction evaluation and reflection; and (2) there were 47.4% or 45 responses on sometimes which ranked to the highest response level on groupâs performance goals; 48.4% or 46 responses on seldom which engaged PSETâs interpersonal competence; 48.4% or 46 responses on frequent which guided group maintenance; and 41.1% or 39 responses on sometimes toward classroom work.

INTEGRATING LIFE SKILLS IN ENGLISH LANGUAGE TEACHING (ELT): STRATEGIES, PROBLEMS AND THEIR POSSIBLE SOLUTIONS -, Sajidin; Nurkamto, Joko; Saleh, Mursid; -, Retmono
Language Circle: Journal of Language and Literature Vol 7, No 2 (2013): April 2013
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v7i2.2600

The integration of life skills in English language teaching has to be managed properly to achieve an optimal result. The exploration to the fields reveals some problems on their implementation: (1) classroom management, (2) selection of learning materials, (3) learning assessment, and (4) selection of learning methods. In addition, most teachers were fully satisfied with the existing model due to the following reasons: (1) requiring an extra preparation and teaching media, (2) incomplete communication task executions, and (3) inflexibility of model to apply in any class. To make the model of implementation better some recommendation are made: (1) incorporating materials reflecting life skills, (2) providing more comprehensible inputs, (3) developing a representative assessments, and (4) selecting a learning method that guide teacher to gradually develop communicative competence and simultaneously develop life skills.

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