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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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TEACHING PRACTICUM OF PRE-SERVICE TEACHERS IN EFL CLASSROOMS: QUESTIONING TYPES AND PURPOSES Milma Vinca Cantikka Hidayat; Siti Nurjanah; Elis Homsini Maolida
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1781

Abstract

In order to potentially support the students to master the language, the teachers can give questions to stimulate them. This study explores types of questions used by three pre-service teachers and their frequency as well as the teachers’ purposes by looking at the contexts in which they used the questions. Theory of Cotton (1988) was used to analyse the data which categorized questions into three major types namely yes/no questions, open closed question, and display referential question. Employing descriptive qualitative approach, the data were taken from video transcriptions that were analysed and categorized into their question category. The participants were three pre-service teachers who practiced in three different senior high schools. The result showed that the total of 128 data consists of 14 opened referential questions, 81 questions belonged to closed display questions, and 33 data belonged to yes/no questions. Therefore, it can be concluded that the most frequently used type of question is closed display questions. From the result of observation focusing on the contexts and situations when the teachers gave the questions, it was revealed that the purposes of the open and referential questions were more to stimulate students in stating information and pursuing knowledge on their own and ask students’ opinion, reason, or judgement. Whereas, the purposes of closed and display questions were likely to make the students focused and to check students’ knowledge and understanding. Lastly, the yes/no questions’ purposes were making the students focus and attracting students’ activeness.
Teachers’ Perception of Parental Involvement of Primary Students: A Case Study in EYL Context Refi Rizki Radian; Asri Siti Fatimah; Fera Sulastri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3782

Abstract

Parental involvement of primary students is essential since it can contribute on their educational outcomes and development. Especially for learning English as a foreign language, parents play the prime source in developing their engagement and responsibility to have positive academic achievement in their early development. As well as their teachers, parents need to connect with school activities and be responsible in providing services to the children in education delivery. In this study, teachers’ perception of parental involvement in the process of learning English of primary students was investigated.  It focuses on analyzing perception of three elementary school teachers who had experience in teaching English for more than 15 years. Data were collected by conducting semi-structured interviews and analyzed using thematic analysis (Braun Clarke, 2006). Descriptive case study was used as the research design because of the phenomenon that occurs in the involvement of parents in learning English to primary students. The results of this study involve three major themes. They are; 1) students' language development 2) teachers feeling, and 3) cooperation carried out by teachers and parents. As a conclusion, relationship between parents and teachers can have a positive impact. It opens valuable opportunities for children to develop language skills (especially English), and allows brilliant English achievements.
Sentence Errors in Descriptive Text: A Study on How Students Understand English Sentence Patterns Juliansyah Juliansyah; Yessy Harun
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.3148

Abstract

This research is addressed to discover the mistakes carried out by the students in writing simple sentences and complex sentences of descriptive text in the form of description paragraph. The research participants are undergraduate students of the first semester. The research objective is identifying kinds of sentence errors in simple sentences and complex sentences conducted by the students in writing a descriptive paragraph. The research data were obtained from the results of the questionnaires. The data tells that, firstly,  96% of total students did not come from a language major when they were in high school y are  and tests given; secondly, 63% of students learn English in one week more than once (generally 2x80 minutes), and thirdly, only 29% of students admit to having studied very ‘complex’ sentences.  Furthermore, the study identifies three types of students’ mistakes related to writing simple sentences. Those mistakes are: 1) mistakes in using the verb form from the review of the English structure and of conformity to the subject of the sentence, 2) the use of types of words in the subject and or subject complement, and 3) the incompleteness of elements in simple sentences (no subject, or verbs, and or subject complement). In relation to the ability of writing complex sentences, there were four types of common mistakes related to complex sentences. They are: 1) mistakes in placing complementary clauses according to the type of clause, 2) incomplete sentence elements, both in the main clause and in complementary clauses, 3) mistakes in using types of words in certain parts, both in the main and complementary clauses, and 4) mistakes in using conjunctions. Based on the research results, the researcher concludes that the ability to write complex sentences should be of greater concern both students and lecturers for better writing ability. 
Indonesian EFL Students’ Experience towards Distance Learning during Covid-19 Pandemic Noni Agustina; Putu Ayu Arya Windari; Made Wirawan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3571

Abstract

Covid-19 pandemic has shifted face-to-face learning to distance learning since 2020.  It occurs around the world including Indonesia. Generally, distance learning is new for the students but they have no choice to learn during this pandemic situation. Thus, this qualitative study aims to explore college students’ experience towards distance learning during Covid-19 pandemic. The college students taking English course at a Hindu Religion School located in Jakarta, Indonesia were administered a close and open-ended questionnaire and interviewed. The data were analyzed thematically. Findings suggested that the technology platform mostly used in the learning      process was Zoom. In addition, most students did not find the obstacles to learning      and only a few students had problems getting a stable internet access during learning. They also had adequate financial resources to undertake distance      learning. They lacked time to study during the pandemic. Majority of them perceived that their language skills (speaking, reading, writing, listening, and vocabulary) were quite improved. They also reported that distance learning had positive and negative impacts. By comparing those impacts, they preferred distance learning to face-to-face learning in future. The recommendations for the instructors and policy makers are explicated to improve future learning better.
What's Up in Whatsapp Classroom: Exploring Students’ Perception in Learning Speaking Through Whatsapp during Covid-19 Pandemic Soni Ariawan; Hery Rahmat; Kasyfur Rahman
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3581

Abstract

The present study attempted to find out students’ perception and challenges in learning speaking through WhatsApp which was designed with quantitative-descriptive approach in the form of online survey study. The survey was distributed to 51 EFL students at State Islamic University of Mataram. The students’ responses were coded and displayed descriptively into two main themes: students’ perception and students’ challenges. It was found that most of the students, 33 students or 64.7%, perceived WhatsApp as an effective learning platform because it could improve their speaking skill due to its usefulness and ease of use. However, there were 10 students or 19.6% of the students who claimed that WhatsApp was not an effective tool because it was not equipped with more practical features. The students also found it difficult to understand teachers’ explanation through WhatsApp. Another perception is neutral because the students believed that WhatsApp had both advantages and drawbacks. There were 8 students or 15.7% of them perceiving this. Even though the majority of the students showed positive attitude toward WhatsApp-based learning, they agreed to say that they experienced technical, practical and mental challenges during the learning. These challenges need to be anticipated by the teachers and students toward an effective online learning through WhatsApp. Keywords : WhatsApp classroom, technical problems, practical problems, mental problems
Reflective Practice in International Teaching Practicum: A Case Study of an Indonesian Pre-Service Teacher in Thailand Acep Gafar Auliya; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.2164

Abstract

This article reports a reflective practice conducted by a pre-service teacher in an international teaching practicum in Thailand. The focuses of the study are on the aspects that she reflects and the contributions of doing reflective practice on her teaching practices during the international teaching practicum since this program provides opportunities for her to learn from and about multicultural context. This case study collected the data from a pre-service teacher's written reflection and analyzed qualitatively using thematic analysis. The results of this study revealed that the pre-service teacher reflects on some key aspects namely teaching strategies, classroom management, and socio-cultural dimension. The study also discovered that her reflective practice contributed on her teaching practices such as in providing appropriate teaching strategies based on students' needs and characteristics, eliminating classroom management issues, and raising her awareness on cultural differences between her and her students. In the end, the contribution of this study is to facilitate the pre-service teachers' development on reflective competence as a means of building teachers' professional development. Keywords : International Teaching Practicum, Pre-service Teacher, Reflection, Reflective Practice 
The Students’ Perception toward Their English Achievement in International Class Program Ferawaty Syam; Herman Resyadi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3652

Abstract

This study highlights the students’ perception of their English achievement through bilingual programs. The aims of this study were (1) explore the students’ perception of their English achievement on ICP (International Class Program) as a bilingual program, and (2) distinguish the students’ English achievement between bilingual (ICP) and monolingual (regular class) program. This study was navigated by a descriptive qualitative method. To collect the data, this study applied interview and document study. The data were taken purposively from 16 of mathematics students on ICP and regular class as the sample of the study. It was analyzed by data recording, selecting, transcribing, coding, interpreting, and reporting. Data recording was transformed into transcript. The transcription was coded to obtain the extract to be interpreted to find out the main sense of students’ perception on their English achievement. The result of this study exposed that ICP influenced English understanding of mathematics students. Students’ English achievement on ICP is also improved which is proved by their English subject score which is higher than the regular class. It was concluded that the English achievement of mathematics students were inclined by ICP. However, giving English instruction in the classroom should be continued frequently in every semester because it helps the students to remember and maintain their English as students of ICP.
Exploring Ideology Represented in a Cover Book of an Indonesian ELT Textbook Rahmi Hidayati; Sarah Aldina; Suci Indah Sari; Syifa Khairunnisa; Siti Ayuwandana Putri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3619

Abstract

The textbook is one of kind in a variety of learning sources to support the learning process to add new information and knowledge to the readers. Every textbook usually contains a cover that describes the content of the textbook it is. In this research, the researcher investigates multimodality in a cover of textbook seventh grade Junior High School in Indonesia. In this research, the researchers focus on exploring the ideology used in that textbook. To examine the ideological representation, this study takes a multimodal social semiotic (MSS) approach conducted by Kress (2010). There are four points in the framework; Rhetor, design, ground, and interpreter. This research used qualitative as a method. Qualitative research is a method of social action that stresses the way people interpret their experiences to understand social reality (Mohajan, 2018). A case study is used as a research design. The case study research design has evolved over the past few years as a useful tool for investigating trends and specific situations in many scientific disciplines. From the result of finding and discussion, the researcher found ideologies in cover seventh grade Junior High School textbook in Indonesia such as the design of globe which held with the different skin tones of hands, that design represented unity in diversity it means even though we have a different background but we are one, we can communicate with people around the world using English as a communication tool. In a nutshell, the different skin tone of hand symbols in the English textbook seventh grade means that in this world, we can live in harmony with people from different identities with us. The ideology of the Bhinneka Tunggal Ika teaches us that every difference is beautiful. Since we are diverse we unite.
Motivating Students to Learn English Speaking through Collaborative Activities Asmi Rusmanayanti; Sirajuddin Kamal; Elsa Rosalina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2059

Abstract

Motivation plays an indispensable role in the students' English language learning. As a result, teachers are expected to be able to employ miscellaneous teaching activities to enhance the students' motivation. One of them is collaborative teaching activities. In particular, collaborative teaching activities should not only engage students to learn enthusiastically but also help teachers organize and prepare their teaching practices flexibly. The present study accentuated to delineate students’ motivation on the implementation of collaborative teaching activities during learning English speaking. The participants were ten students of a university in Banjarmasin, Indonesia. The data were gathered through administering an open-ended questionnaire and analyzed with Thematic Analysis (TA) (Braun Clarke, 2006). The findings reported that students were motivated to learn English speaking through collaborative activities.
An Analysis of Learners’ Oral Errors: A Study in One-to-one EFL Classroom Interaction Sitti Syakira; Murni Mahmud; Sahril Sahril
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3937

Abstract

Correcting the repeated errors produced by the learners is one of the most frustrating things to do by teachers. However, it is natural for the students to commit errors while learning since it can be a sign of improving language competence and as a facilitating factor in second language learning (Atmaca, 2016). This study aims to find out the types and frequency of learners’ oral error occurrence during the teaching and learning process in one-to-one EFL classroom interaction. This research applied descriptive qualitative research with case study design. Two adult learners, who had the same English proficiency level, were chosen as research participants through purposive sampling in Amsterdam Institute, an informal school applying tailor-made system in the teaching and learning process. The data were collected through observation during teaching and learning process, and analyzed based on data analysis procedures consisting of data reduction, data display, and conclusion drawing and verification. The results revealed that all types of errors proposed in this research appeared during the observation and data analysis. Grammatical error dominated the error type, and lexical error was the least error type produced by the learners. Unsolicited use of L1 is excluded from the discussion of the result finding since it is not a part of the error type studied (Lyster, 1998). Furthermore, another finding indicates that the error committed by the learners continuously appeared in the next meeting the researcher observed. Therefore, it is suggested that the teacher should provide more triggers as an attraction for the learners’ intention so that they can figure out more about their errors, and engage the learners to provide themselves self-correction or self-repair by prompting them.

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