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All Journal Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat AL-ISHLAH: Jurnal Pendidikan Jurnal Obsesi: Jurnal Pendidikan Anak Usia Dini Lectura : Jurnal Pendidikan JOURNAL OF ENGLISH FOR ACADEMIC TLEMC (Teaching and Learning English in Multicultural Contexts) JALL (Journal of Applied Linguistics and Literacy) Journal of Appropriate Technology for Community Services Getsempena English Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Studies in English Language and Education
Fuad Abdullah
Pendidikan Bahasa Inggris, Universitas Siliwangi
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Education Electrical & Electronics Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Social Sciences

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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

 1 
THE REFLECTION OF PRONUNCIATION TEACHING MATERIALS: AN OLD PARADIGM IN A NEW ERA Agis Andriani; Fuad Abdullah; Yuyus Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i2.391

Abstract

Ideally, pronunciation teaching materials should be developed based on the equal proportion of segmental and suprasegmental features and the employment of innovative pronunciation learning task types (e.g. awareness-raising tasks, rhyme and verse, ear training, etc.) (Goodwin, 2013). Unfortunately, such a reasonable breakthrough apparently has not responded by the effective use of pronunciation teaching materials. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at a university in Tasikmalaya, Indonesia. The data were analyzed with Tergujeff’s data-driven classification (2010), namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training. The findings revealed that the existing pronunciation teaching materials only accentuated on fostering the students’ segmental features. Besides, the traditional task types still dominated the tasks in such a module, such as phonetic training, reading aloud, listen and repeat and rules and instructions. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.
PROFILING LEARNING ACTIVITIES IN EXTENSIVE READING COURSE: A CASE OF INDONESIAN UNIVERSITY LEARNERS Rufaidah Al Anshoriah; Soni Tantan Tandiana; Fuad Abdullah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1066

Abstract

Extensive Reading (hereafter, ER) has been discussed and deployed as a prevalent approach to enhance EFL/ESL learners’ reading skills in language classroom for several decades. However, insufficient attention has been devoted to the students’ learning activities in Extensive Reading course, notably in Indonesia. For this reason, this study accentuated on profiling the learning activities in Extensive Reading course in such a country. The data were collected through semi-structured interview and analysed with thematic analysis (Braun Clarke, 2006). The findings designated that the students performed two main learning activities in Extensive Reading course, namely inside and outside classroom activities. Viewed from inside classroom activities, they conducted classroom presentations to develop not only reading skills but also speaking skills, self-confidence and self-responsibilities. On the other hand, they selected and read literary works based on their interests and abilities, completed reading logs, created powerpoint slides, made a written reports, produced a poster for presentations and posted their works on their own blogs. Given these facts, ER learning activities enable the EFL/ESL learners to foster and sustain their reading strategies and become more strategic readers.
Co-Authors Agis Andriani Andi Nur Rachman Arini Nurul Hidayati Betanika Nila Nirbita Dea Silvani Dede Anwar Dede Pertamana Deris Nurjamiliatul Afifah Dewi Rosmala Edi Fitriana Afriza, Edi Fitriana Fera Sulastri Firda Fauziyah Havid Ardi M. Rifqi Romdoni Anwari Meli Mellan Melisa Sri Nina Lisnawati Nita Sari Narulita Dewi Rizky Apriliyanti Rufaidah Al Anshoriah Ruslan Ruslan Sitti Syakira Soni T. Tandiana Soni Tantan Tandiana Sri Mulyani Tenia Ramalia Widia Yunita, Widia Yusup Supriyono Yuyus Saputra Zehan Agustia Ainussamsi