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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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Power Relation in English Classroom: A Case Study in Teaching Assistance of MBKM Program Denny Kodrat
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.v5i2.3583

Abstract

Indonesia Ministry of Education has launched Merdeka Belajar Kampus Merdeka (MBKM). One of the programs selected by university students is teaching assistance at schools. The study is investigated how the university student, as a teacher assistant, deals with teaching methods promoting critical thinking and problem solving and designing student center teaching activities. Critical thinking and problem solving and a student center are 21st-century students’ life skills that should be embedded in teaching. The study used a qualitative approach with a case study method. This approach is aimed at uncovering power relations in the English classroom. The researcher becomes a key instrument who cannot be delegated. The finding then is sufficiently reconstructed by keeping a natural setting, so the finding data can be depicted as the aims of the research are expected. The study was conducted at MBKM program by the English Literature Study Program, STBA Sebelas April Sumedang. In-depth observation and interview on teaching activities in the classroom and teaching documents (lesson plan) examination were performed toward a university student teaching English. The data finding then is interpreted by the Critical Discourse Analysis theory suggested by Fairclough (2001). The result shows that a teacher is dominant in teaching English, making students difficult to expose their critical thinking and problem-solving skills, collaboration, communication, and creativity. Keywords : power, cda, domination, critical thinking, mbkm
Plurilingual Identities of ELT Students: A Preliminary Study Hardianti Hardianti; Muhammad Basri; Sahril Sahril
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.v5i0.3582

Abstract

Plurilingualism is another breakthrough of multilingualism. It is believed to be able to promote learning in cross cultural settings. This study focuses on finding out students’ plurilingual identities within the context of Indonesian higher education students majoring in English Language Teaching (ELT). This is a mixed-method study that used a survey to get quantitative data and a focus group to help the researcher get the qualitative data. More than sixty students of a private university in Banggai Regency have participated in the survey, however only five that had been taken to participate in the focus group. The results found that most of the students come from mixed marriage parents from different ethnicities backgrounds. Within more than six months of acquaintance with the students, various ways have been revealed from the way the students explain their plurilingual identity. Many students could not identify and describe their plurilingual identities properly during the survey study. In the focus group, students were asked to describe their plurilingual identities through pictures description. The pictures were drawn by the students. The data were analyzed through content analysis. Finally, this paper is expected to portrait plurilingual identities of ELT students as well as strengthens their cross-cultural understanding in the Indonesian higher education context. 
Investigating Self-Assessment as a Platform of Student-Teacher’s Reflection in EFL Teaching Practice Imelia Nurun Nafisah; Dea Silvani; Metty Agustine Primary; Dewi Rosmala
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.v5i1.3319

Abstract

This reflective practice study aims to investigate how self-assessment as a platform for self-reflection functions to promote student teacher’s professional development. This study involves the researcher herself as a student teacher who completed a teaching practice in a senior high school in Indonesia. To collect the necessary data, this study uses self-assessment, which consists of nine points of self-reflection, including (1) Organization, rules, and procedures; (2) Preparing students for new learning; (3) Positive relationship; (4) Deeping Learning; (5) Presenting new learning; (6) Helping students reflect on and celebrate learning; (7) Culture of thinking and learning; (8) Applying learning; (9) Engagement and Enjoyment. Then, the collected data are analyzed by using thematic analysis. The results showed that there are two main functions of self-assessment in a student teacher’s professional development, which are (1) to improve classroom management skill, and (2) to improve teaching strategy. To sum up, reflection by using self-assessment, which consists of nine assessed points related to the student teacher’s classroom teaching practices, can facilitate reflection on many things related to the teaching and learning process, which in turn can help the student teacher to improve her professional development.
The Effectiveness of Georgiana’s Podcast on Spotify to Improve Students’ Listening Skills Widya Salsabila; Leni Irianti; Luthfiyatun Thoyyibah
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.v5i2.3567

Abstract

This research reported the issues of using Georgina’s podcast on Spotify to improve student’s listening skills. This research aimed at figure out the improvement of the students’ listening ability in listening skills by using the Spotify application as a tool that focused on listening to Georgina’s podcast in subject asking and giving directions. In doing so, the subjects consisted of 20 students who were in tenth grade. The researcher applied a mixed methods design, which type is the embedded design. The instruments were a test and a questionnaire. The sample was taken by using a random sampling technique. The results of the test and the related comparisons, findings showed that Georgina’s podcast on Spotify is effective to improve students’ listening skills. This can be seen from the mean results of the pre-test was 30.00 and the post-test was 86.67 with the t-test value orientation is greater than the t-table (12.3912.110). As a result of this fact, the post-test score in the class was significantly different after going under the treatment. To sum up, Georgina’s podcast on Spotify is an effective medium to improve students’ listening skills in subject asking and giving directions. However, the success of podcasting depends on the teacher's ability to use Spotify and the selection of appropriate material in a way that guides students to achieve their learning goals.
The use of Target Language in a Classroom: Focusing on an Indonesian EFL Teacher Desi Septiani; Yuyus Saputra; Fuad Abdullah
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.v5i1.2163

Abstract

The employment of Target Language (hereafter, TL) in English language teaching practices has burgeoned significantly. One of the reasons generating such an issue is the notion of providing students (non-native English students) sufficient exposures of English. Conversely, little is known about how English as the TL is deployed as a medium of instruction and communication among teachers and students, notably in the Indonesian junior high school remains under-researched. Hence, this study aimed at scrutinizing such an investigative issue. The participant was a female English teacher applying English as a medium of communication and instruction in the classroom learning practices. The data were garnered through non-participant observations and analyzed thematically (Braun Clarke, 2006). The findings outlined that utilizing the target language in pre- and post- activities and commanding the student by using the target language become an obvious picture of how the TL is used as a medium of instruction and communication among teachers and students. Pedagogically speaking, encouraging students to communicate in the TL (English) enables them to generate their willingness to communicate in the TL and language awareness of the significance of TL in the classroom learning practices.   
The Effectiveness of Using an E-Book in ELT: Worldwide Cases Nurul Fitriyah Almunawaroh
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.v4i2.2068

Abstract

Using technology in English language teaching has been demands in Covid-19 pandemic situation. Students all over the world have studied from home, so have the teachers. Therefore, using technology is necessary as a medium in teaching the English language. It is necessary to use a technology that has interactive functions to ensure the quality of teaching and learning, as well as to keep students’ motivation high. This study is a library study which aimed to analyze the effectiveness of using E-book in ELT from previous related studies worldwide from 2015-2019. Further implications on the effectiveness of using e-book and suggestions to the future studies were discussed.
Compositional Meaning Represented in Indonesian EFL Learners PowerPoint Slides: A Multimodal Viewpoint Asri Ainun Nisa; Yesi Dambaresya; Siti Nuraisyiah Fauziah
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.v5i2.3651

Abstract

A proper layout is one of the essential fragments of PowerPoint’s slides. Due to it is one of instruments that needed to display graphs, thin data-density, chartjunk, encoded legends, etc. Therefore, to achieve ideal PowerPoint’s layout, the analysis of compositional meaning is necessary. Compositional meaning consists of information values, salience, framing, based on theoretical frame work which is in accordance with the applicable provisions of color selection, layout, size, positioning must be relevant. The method of this research is qualitative descriptive analysis technique by using the concept of Kress and van Leeuwen (2006) focusing on compositional meaning represented in Indonesian EFL learners PowerPoint slides. The result revealed that the designers of the PowerPoint used the bright color that it clearly differ subheading of the layout. Additionally, the text was positioned properly by placing the priority text on the top part of slide then the less important text was placed in the bottom part. Unfortunately, the designers made the text tone were almost the same tone with the background of the slides. Through the analysis of compositional meaning, it can be used as the rules for students in making PowerPoint.
Holistic Education in Greta Gerwig’s “Little Women” Alfianita Pramudyani; Restu Arini
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.3610

Abstract

Holistic education is an approach that appreciates all the aspects of human potencies. As the first teachers of the children, parents are the ideal models who should grow the children holistically. This study aims to discuss the portrayal of holistic education in Little Women, a movie by Greta Gerwig. The main focus of this study is 1) underlining how holistic education became the standard in raising the four daughters in the novel, and 2) the impact of holistic parenting towards their adulthood. To solve the problem, a library study and in-depth analysis are taken and a descriptive-qualitative method is used. The study reveals that 1) within the childhood to adolescence, the parents raise their daughters by fulfilling all aspects of children development – not only their physical but also the four quotients in holistic education: intellectual (IQ), mental or spiritual (SQ), emotional (EQ), and adversity (AQ) and also social ability; thus, 2) the implementation of holistic education gives a very positive impact towards the daughter; makes the daughters capable of facing the demands and challenges of their life especially when they cope problems appears in their career, society and marriage life.
A Classroom Action Research: Improving Speaking Skills through Work in Pair Technique Maya Marsevani; Habeebanisya Habeebanisya
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.4834

Abstract

This Classroom Action Research (CAR) is implemented to improve students’ speaking skills at one of the junior high schools in Batam. The subjects of this research were 32 second-semester students in grade 7. The research was applied in two cycles following the procedures for action research, namely planning, action, observing, and reflecting. The researchers used classroom observation, document analysis, pre-test, and post-test to collect data. The findings show that the Work in Pairs method improves students’ speaking skills in class. This can be seen from the improvement of students' speaking skills in each cycle. The students achieved 57.26 for the pre-test which is categorized poor. After implementing Work in Pairs activities in two cycles the students’ average scores improved. The post-test was 65,33 in the first cycle and 72,93 in the second cycle. This proves that students responded positively to the Work in Pairs method. It can be concluded that working in pairs activities have a strong influence on improving students’ speaking skills. 
Error Analysis of the Students in Writing a Recount Text (A Case Study at Grade III in English Department Universitas HKBP Nommensen) Bertaria Sohnata Hutauruk; Yanti Kristina Sinaga; Galina Sitinjak
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.4891

Abstract

This research deals with the students’ error analysis in writing recount texts. This study aims to investigate the types of errors and the most dominant type of errors made by the third-grade students of the English department at UHN. This research applies qualitative research design. There were 31 students involved from the English department of Universitas HKBP Nommensen (UHN). The data were taken from their writing of recount texts. The results of the study showed that there are five types of errors made by the students, namely omission errors, addition errors, misformation errors, and misorder errors. In the students’ writing there were 13 omission errors (6.5%), 12 addition errors (6%), 158 misformation errors (79%), and 17 misorder errors (8.5%). Therefore, the most dominant type of error made by the third-grade students in English department of UHN in writing recount text is misformation error, with the total number of errors is 158 (79%). It can be concluded that the third-grade students in the English department at UHN is still low in writing recount text especially in using tenses.

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