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TLEMC (Teaching and Learning English in Multicultural Contexts)
Published by Universitas Siliwangi
ISSN : -     EISSN : 25416383     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
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 80 Documents
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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.
LEARNING THROUGH MOBILE: EXPLORING THE VIEWS OF POLYTECHNIC ESL LEARNERS Harwati Hashim; 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.v2i1.490

Abstract

The purpose of this paper is to explore how polytechnic English as Second Language Learning (ESL) learners perceived the use of mobile technology in supporting and enhancing their learning.  Students from four selected polytechnics were requested to respond to two open-ended questions regarding the advantages and challenges of using mobile technology in learning ESL.  A total of 194 students responded to the questions. The responses provided by the students showed that they agreed mobile technology could be a potential tool to support and enhance their learning. Nevertheless, majority of them stated concerns about not having internet access or connection, inaccurate information and high level of English used on the internet.  This implies that in order for mobile technology to be employed or fully utilised for English as Second Language (ESL) learning, it is important for polytechnic institutions to overcome the challenges to ensure the affordances of mobile technology could be fully optimised, including the consideration of the pedagogical implications in ESL context. 
STORY-BASED READING: AN EXPLORATIVE CASE STUDY OF STUDENTS’ ORAL RESPONDING IN THE EFL CLASSROOM Junjun Muhamad Ramdani; Melisa Sri; Tiffany Dewi; Resna Suci Faradilah
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.v1i2.399

Abstract

This study discusses how students’ story and story-based reading can stimulate their oral responding to students of non-English Department. Exchanging life experience was used as a task that stimulated the students to share ideas based on the story they read. This activity was intended to encourage them to speak and explore their management skill. The action done would affect their oral responding, specifically fluency. Employing qualitative method, this study involves eleven out of forty first-year students of non-English Department at Siliwangi University. The authors illustrate how the activities were employed in the class and the students’ impressions taken from written responses. This study is a reflection developing teachers’ innovation and creativity in the EFL Context
DUAL-LANGUAGE PROGRAMME (DLP) STUDENTS’ LEVEL OF ENTHUSIASM AND CONFIDENCE: A PRELIMINARY STUDY Ashairi Suliman; Mohamed Yusoff Mohd Nor; Melor Md Yunus
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.v2i1.486

Abstract

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PERSPECTIVE ON ICT IN TEACHING AND LEARNING LISTENING & SPEAKING IN THE 21ST CENTURY: BEYOND CLASSROOM WALL Gumawang Jati
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.v1i1.395

Abstract

Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new ways of learning, new forms of authorship, and new ways to teach beyond cognitive, classroom wall and curriculum. The first section of this paper identifies and discusses 3 major issues related to ICT: behaviorism, cognitive approach, and integrative ICT. Computer software and Apps for teaching and learning speaking listening are discussed in term of their effectiveness. The second section discusses the development of ICT (Internet Communication Technology) in the 21st century and its common practice done by English teachers, especially in teaching listening and speaking. The third section discusses the implication for teaching and learning and what teachers and students can do beyond the classroom wall
SEEING THE USE OF FIRST LANGUAGE THROUGH THE EYES OF TEACHER AND STUDENTS Erwin Rahayu 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.v1i2.400

Abstract

The use of first language in EFL classroom has long been the subject of much controversy and academic debate in both Second Language Acquisition research literature and educational teaching concerns. Teachers and students have their own reasons and justifications about the use of L1 in the classroom. To that point, this study tries to figure out the reasons of using L1 in EFL classroom from the viewpoint of a teacher and class of students of the study. To gain more insight, this study also captures the students’ perspective of their teacher’s L1 use. The collected data from observation, interview and questionnaire were analyzed using thematic analysis in relation to the concerns of this study. The findings demonstrate the variations of the reasons of using L1 from the two sides perspective and the attitude toward the teachers use of L1 from student viewpoint which both of them could inform the teachers, educators and other researchers about what and how should be conducted next. 
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.

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