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Contact Name
Dea Silvani
Contact Email
dea.silvani@unsil.ac.id
Phone
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Journal Mail Official
tlemc@unsil.ac.id
Editorial Address
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Location
Kota tasikmalaya,
Jawa barat
INDONESIA
TLEMC (Teaching and Learning English in Multicultural Contexts)
ISSN : -     EISSN : 25416383     DOI : -
Core Subject : Education,
This is The International Journal publishing in June and December every year. The journal of Teaching & Learning English in Multicultural Contexts (TLEMC) is a freely accessible, full text, peer-reviewed journal allowing for the dissemination of ELT in varying contexts (such as families, classrooms, schools, colleges, universities, communities, countries etc).
Arjuna Subject : -
Articles 67 Documents
READING ANXIETY IN ENGLISH AS A FOREIGN LANGUAGE FOR UNDERGRADUATE STUDENTS IN INDONESIA Azizatuz Zahro Al Faruq
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1275

Abstract

Exploring students’ anxiety and its sources in a foreign language have highly paid the attention of many researchers in the field of foreign language teaching and learning, especially in English Language Teaching (ELT). On the other hand, the anxiety and its sources of foreign language learning itself affect the achievement of specific language skills such as reading which has infrequently been investigated. Some studies focused only on Foreign Language Classroom Anxiety and/or also Foreign Language Speaking Anxiety in EFL undergraduate students.  Thus, this research was intended to investigate students’ reading anxiety in English as a Foreign Language (EFL) of the undergraduate student class. There were 37 non-English program undergraduate students participated in this research. The research method was a case study. The data were collected using questionnaires that measured students’ anxiety and the sources of students’ anxiety in reading context, Foreign Language Reading Anxiety Scale designed by Saito et al. (1999) and the questionnaire developed by Ahmad et al. (2013). The research found out that most students identified anxiety in medium level. The sources of students' reading anxiety were based on the material features including unknown vocabulary and unfamiliar culture as the most sources. The personal factors found were afraid of making errors which is less than worry about reading effect. The implication is the lecturers can assist foreign language students to reduce foreign language reading anxiety by improving the students’ self-confidence to deal with the personal factor.
INVESTIGATING COLLABORATIVE RESEARCH PROJECT IN INDONESIAN UNDERGRADUATE PROGRAM: BENEFITS AND CONCERNS Melisa Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1268

Abstract

Learning to research might become a challenge for undergraduate students since it needs navigating skills on how they look and relook the current trends in particular area globally. Although this study is not a new endeavor in ELT contexts, there remains lack of empirical evidence how it was experienced by undergraduate students in an Indonesian EFL context during a collaborative research project. In response to this, this study aims to explore how the students’ learning experiences in conducting this collaborative project (e.g., researching and reporting the research project). Framed in exploratory case study the data is collected through a survey given to 107 student teachers and in-depth semi structured interview to four student teachers in an English education department which were then thematically analyzed. Finding and implications of the study are provided further in this paper.
GENDER REPRESENTATION IN INDONESIAN EFL HIGH SCHOOL TEXTBOOK THROUGH CONVERSATION TEXTS Mullynanda Pontiaka
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1273

Abstract

Gender representation in schools is one such field of ELT study. Since students spend most of their time at school, gender representation could affect students’ language use and social life. Half of the influence comes from the material they learn; it is a textbook. A textbook is a crucial device to deliver language and social behavior. Asking male to start the discussion, and the female has less portion in two ways communication are the acts of gender stereotyping in language. The concern about it is an up-bringing judgment through social behavior. Otherwise, the textbook is not a single-handed influence because students' attitude in social life matters. The need for students' awareness of avoiding gender bias sets this article. Another objective is to reveal how gender role represented in conversation tasks of high school English textbook. This investigation also examines gender-neutral and gender-marked constructions used in conversation texts. The researcher undertakes a content analysis in a textbook with a qualitative research method. The researcher decides it is a content analysis research design. Afterward, the researcher concludes that gender role in conversation texts of English textbook is fairly represented and the English textbook has progressive content. As the example is the appearance number between men and women is equal. Through this research, the researcher expects that education practitioners (students; teacher) understand non-gendered/gendered-words and practice conversation without stereotyping gender role textually and socially.
ENGLISH INSTRUCTIONAL MATERIALS FOR THE INTEGRATED ISLAMIC ELEMENTARY SCHOOL (SDIT) Melati Sri Utami; Endang Fauziati; Dewi Rochsatiningsih
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1270

Abstract

The global trend to include English program in the early years of primary education in recent years has given ascend to the need for experienced teachers who was teaching English to young learners. There are kind of instructional materials for teaching English to the young learners. However, not all of instructional materials can be used effectively and appropriately in the classroom especially in an integrated Islamic school which is adopted and combined both government curriculum and integrated Islamic curriculum. Therefore, this research aims in investigating kind of instructional materials that generally used by the English teacher and the impacts of using instructional materials toward the learning environment. Further, the researcher also described the challenges of English teachers in adopting the instructional materials at integrated Islamic elementary school. To reach the aims, a descriptive qualitative study design is conducted towards the participants: seven English teachers from different integrated Islamic elementary schools in Central Java. The research employed questionnaire and interview to obtain the deeper data. The findings of the research are expected to provide an overview for English teacher in choosing the appropriate instructional materials with any considerations since they can motivate the young learners in learning English as a foreign language especially at the integrated Islamic elementary school.
STRATEGIES OF TEACHING SPEAKING IN ENGLISH TO DESA BAHASA SRAGEN’S STUDENTS Novita Indah Purwaningsih; Agus Wijayanto; Ngadiso Ngadiso
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1271

Abstract

This research aims to find out the teachers’ strategies of teaching speaking. To reach the goal, a case study on two teachers is used in this research. The participants of this research are two teachers in Desa Bahasa Sragen. The researcher is interested to conduct the research there because it offers a program called ten days English acceleration program. It claims that the students will be able to speak English fluently after joining the program.. The researcher used and the teachers’ interview to collect the data. The finding shows that there are three strategies are used at Desa Bahasa Sragen, they are: cooperative activities, creative task and drilling. The findings of this research are expected to be beneficial for the teachers on conducting the English teaching learning process, especially in teaching speaking in formal school.
TEACHER’S BELIEF ABOUT DIGITAL LITERACY BASED ON THEORY OF PLANNED BEHAVIOR Hening Laksani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1269

Abstract

Digital literacy is a significant component of 21st-century learning the teachers need to possess. In the education context, however, the impact of the rapid development of digital technologies requires teachers as learning facilitators and motivators to employ digital literacy to prepare the students in digital environments. In spite of its importance, research observing teachers’ belief about digital literacy in English Language Teaching context is limited. Hence, this study aims to investigate teachers’ belief about the integration of digital literacy in English Language Teaching particularly through three aspects of teacher’s belief namely teacher’s behavioral belief, normative belief and control belief. Accordingly, a descriptive study on English in-service teachers is used in this research. In this matter, the participants were purposively selected based on the consideration that the participants could give sufficient information to answer the research questions. In order to examine the topic, five English in-service teachers considered as the participants were examined through interviews as the data collecting techniques. The findings indicated that the behavioral belief was related to the implementation of the concept of digital literacy in terms of developing students’ 21st-century skills, normative belief dealt with the expectation in social context both administrators and parents, while control belief was about the availability of particular digital technology to be implemented in the classroom. The findings of this study expected to provide an overview of the teacher’s belief which drives the integration of digital literacy in the classroom. This study provides an overview of teachers’ beliefs in integrating digital literacy which help teachers to personalize their professional development to adjust the digital era into teaching-learning instructions.
STUDENTS’ RESPONSES TOWARD THE USE OF WHATSAPP IN LEARNING Armeria Wijaya
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i1.489

Abstract

Lecturing along with the use of whiteboard combined with power point presentation has been traditional practice in classroom. The desired learning outcome has long been examined. Overviewing the postulation by Bransford, Browning, and Cocking (1999, p194) which premise that technology plays significant role for yielding learning environments that advance the possibilities of one-way communication media, such as movies, documentaries, television shows, and music into new areas that require interactive learning like visualizations and student-created content, lead me into an implementation of media development in teaching. This paper aims to see the students’ responses toward the use of WhatsApp in English learning as this smart phone application has been used in some courses in some levels of students in Muhammadiyah University of Surabaya majoring English. Elaborated qualitatively, this paper shows you how much students get into the learning. It is shown that even though self-effort to internet access was the main obstacle in the learning, their reading and writing skills were found improved. This result in the future is expected to be able to make other faculties realize that smart phone application can enhance the learning environment and outcome
DIALOGIC READING AS A POTENTIAL ACTIVITY TO FACILITATE THE LEARNING OF LISTENING AND SPEAKING SKILLS Maria Teodora Ping
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (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.v1i1.398

Abstract

This paper will address the potentials of implementing a modified version of a particular shared book reading activity called ‘Dialogic Reading’ as an alternative activity to facilitate the learning of listening and speaking skills of EFL learners. Dialogic reading itself is defined as a form of shared book reading activity in the form of a dialogue between the readers (usually between or among adults and children, both in a one-on-one or a small group reading setting). To date, the existing studies have indicated that Dialogic Reading is an effective activity for young learners to learn basic reading skills, vocabulary, oral language and narrative skills (Whitehurst, 1992; Zevenbergen Whitehurst, 2002; Ping, 2014; Ping Syamdianita, 2015). However, considering the highly interactive, input-rich, multimodal learning environment that Dialogic Reading brings, this activity can also possibly be adapted and modified to facilitate the learning of listening and speaking skills for learners of different age groups and levels. Therefore, in this talk, I will discuss firstly the conceptual framework and then report the recent empirical study on the implementation of Dialogic Reading to improve young adult EFL learners’ receptive and productive skills I have been conducting starting early this year.
PEDAGOGICAL CONTENT KNOWLEDGE: A CASE STUDY OF ESL TEACHERS Moganashwari Kandasamy; Melor Md Yunus; Mohamed Amin Embi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i1.485

Abstract

This is a case study on the pedagogical content knowledge of two ESL primary school teachers. The importance of pedagogical content knowledge among teachers is pertinent as the knowledge contributes significant influence on students’ performances and achievement. The research question addresses on 1) how pedagogical content knowledge (PCK) influences the ESL teachers’ instructional practice in classrooms 2) the challenges faced by ESL teachers in the teaching and learning process. The data was collected through observations and semi structured interview sessions for a period of five weeks. Atlas t.i. version 7 application was used to analyze the data. The findings revealed that the novice participant had sufficient pedagogical content knowledge but was not able to deliver the content successfully in a manner that the low achievers were able to comprehend. Alternatively, the experienced participant was confident in delivering the lesson using a variety of examples, teaching aids and also activities to ensure the lessons were successful. The major challenges both the novice and experienced ESL teachers faced were related to students’ attitude and motivation towards learning the subject. The study proposes the novice teachers to have a mentor to assist them for a good number of years. As for the experienced teachers they should keep themselves updated with the latest pedagogy, engage in good networking to exchange ideas and share insightful thoughts relevant to students’ achievement in mastering English exquisitely. 
DEVELOPING PLAY AS PEDAGOGY IN LOWER PRIMARY CLASSROOM Lee Jun Chien
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.v1i2.394

Abstract

In recent years, there is extensive evidence on learning through play, however, there has been less evidence in teaching through play. This paper will begin by examining play elements in the Strategies for English Language Learning and Reading (STELLAR) Programme in Singapore. It will then proceed to discuss on developing a pedagogy of play for lower primary classroom. To link play and pedagogy, understanding on the unique purposes and nature of play in education settings as well as the role of adults in planning and involving in various activities are essential. This paper will address three themes: the influence of STELLAR curriculum in Singapore, critical issues on play in theory and in practice, and future directions in research. STELLAR, as one of the initiatives imparting primary school does influence not only pedagogical and classroom practices, but also the universal concern for examinations. Teachers, on the other hand, having role on providing good quality play, enable students to explore, adventure and engage in fun-filled activities must also try to adapt with the intention to mesh with MOE policies. Hence, it is important to support and equip teachers and with designated and professional knowledge and expertise in play as pedagogy.