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This Author published in this journals
All Journal LLT Journal: A Journal on Language and Language Teaching JELLT (Journal of English Language and Literature Teaching)
Girindra Saraswati
Universitas Negeri Semarang
Religion Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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THE ROLE OF LOCAL CULTURE IN ENGLISH SPEAKING CLASSES Girindra Saraswati; Hartoyo Hartoyo; Amida Fadwati
LLT Journal: A Journal on Language and Language Teaching Vol 21, No 2 (2018): October 2018
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v21i2.934

Abstract

This paper aims at finding out a model or a concrete picture of the role of local culture in intercultural communication teaching embedded in English speaking classes. Specifically, this paper studied the first-year-students studying speaking in English Department of Universitas Negeri Semarang and lecturers lecturing speaking lesson in the same university. The study design, method, and approach implemented in this study, respectively, were case study, qualitative, and interdisciplinary. In addition, data were collected through observation, interview, and documentation study, and were validated by using triangulation technique. The collected data were analyzed using interactive model, comprising data reduction, data presentation, and verification. Results showed that the knowledge of culture, both native and foreign one, was embedded in teaching speaking classes of first-year-students in Universitas Negeri Semarang. The local culture itself served as benchmark and departing point of teaching intercultural communication to students. By acting as a benchmark, local culture gave students a standard of what considered acceptable and not acceptable both in native and foreign culture. While as a departing point, local culture served as the initial knowledge of students before getting to understand the concept of international communication further. For teaching speaking in general, local culture which was used as a ground to introduce intercultural communication would be beneficial for teachers to teach polite oral English communication which was acceptable for speakers coming from various nations.DOI: doi.org/10.24071/llt.2018.210207
TEACHERS’ PERCEPTIONS ON THE IMPLEMENTATION OF POP SONGS AND ITS CHALLENGES TO TEACH PRONUNCIATION FOR YOUNG LEARNERS Ranti Widyastuti; Girindra Saraswati
JELLT (Journal of English Language and Literature Teaching) Vol. 7 No. 2 (2022): November
Publisher : Universitas Negeri Manado

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (265.453 KB) | DOI: 10.36582/jellt.v7i2.5304

Abstract

The song is one of the exciting media in verbal communication. Songs as media for teaching pronunciation can help add vocabulary, pronunciation, and grammar contained in the lyrics. This year, teaching and learning have changed online learning into face-to-face learning. Teachers are asked to prepare interesting learning strategies and be able to face challenges. This study aims to determine teachers’ perceptions on the implementation of using pop songs to teach pronunciation and challenge using pop songs to teach pronunciation to young learners. A case study qualitative approach is used in this study through observation and interviews. The research data were collected through observation during pronunciation teaching-learning activities and discussions with three English teachers. The finding shows that using English to teach pronunciation to young learners is very effective, builds self-confidence, and obtains good learning outcomes. In addition, the media used in learning pronunciation does not only use pop songs. Several media are used, including flashcards, drilling, audio, and video. However, the English song of those media still has advantages and disadvantages. The benefits of it include that students are easier to understand, enjoy more, create a pleasant atmosphere, and are easier to remember. Then, the factor becomes obstacles and weaknesses regarding minimal sources, incorrect pronunciation, and unclear writing. In addition, teachers’ perceptions of implementing pop songs to teach pronunciation are positive.
Co-Authors Amida Fadwati Hartoyo Hartoyo Ranti Widyastuti