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... In line with the focus of this research, Harmer (2008) states that words can be categorized according to their functions, which are referred to as parts of speech. For this research, the researcher only focused on verbs and adjectives. ...
... These two categories were chosen because they frequently appear in both spoken and written texts, and they play a vital role in expressing actions, feelings, and descriptions-elements that are essential for meaningful communication. Harmer (2008) adds several key aspects of vocabulary that students need to learn to improve their mastery, such as understanding word meanings, expanding word usage, combining words, and learning word grammar. This research focused on word meanings, with a special emphasis on denotation, antonym, and synonym. ...
The TED Talks Application is an application that features talks on Technology, Education, Design, and various other topics, delivered by experts and professionals from around the world. This study aims to determine whether the TED Talks Application affects students' vocabulary mastery. This research used an experimental quantitative method involving two classes of tenth-grade students at SMAS GKPI Padang Bulan, Indonesia. Using a purposive sampling technique, the sample consisted of 26 students in the experimental group and 26 students in the control group. Both groups received pre-tests and post-tests to measure vocabulary improvement. The average pre-test score in the experimental group was 40.76, while the post-test average was 57.76. The control group's pre-test average was 40.38, and the post-test average was 50. Statistical analysis showed Ha was accepted and Ho was rejected, with a t-count of 2.677 greater than the t-table of 2.010. These results indicate that the TED Talks Application has a positive effect on students' vocabulary mastery, although the effect size was relatively small. The findings suggest that while TED Talks are not ideal as the primary vocabulary tool, they remain useful as a supplementary resource. Further research is recommended to explore additional multimedia tools that may better enhance vocabulary learning outcomes. How to cite this paper:
... listening ability, speaking ability, writing ability, and reading ability (Harmer, 2010). (Karnaji, 2021) said that the first skill to improve English skills is listening, the second is speaking, the third is reading and vocabulary, the fourth is writing and the last is mastering grammar. ...
... One of the English skills is speaking (Hartono, 2018). Speaking as a skill describes activities in which students practice real speaking events, rather than just using speaking to practice specific language points (Harmer, 2010). When learning a language, especially English as an international language, there are a variety of media that can be used to master speaking skills. ...
The aims of this research are not only to know the development of English Storybook in Students speaking skill of Al-Qomar Institute but also to know the advisability of English Storybook in students speaking skill of Al-Qomar Institute Giri Banyuwangi. Researcher utilized the development of Sugiyono method with eight stages. The stages included: (1) Potential and Problem, (2) Collection of Data, (3) Product Design, (4) Design Validation, (5) Design Revision, (6) Product Trial, (7) Product Revision, and (8) Final product. In the previous study, the researcher used VOS viewer to get the references which conducted with the title of the research. The information collecting through interview, questionnaire, documentation and test. The data collecting through used four validators. They are validator of design expert, validator of content expert, teacher perception, and student’s respondent. The product user is the member of Institute of ala-Qomar Giri Banyuwangi which consisted of 24 students. The result showed: 1) the process includes: a) the design of English Storybook development step, b) the expert of English Storybook and the validation of the assessment step from the expert, teacher perception and student respond. 2) The validity level of English Storybook is obtained based on the result of contain expert is 90%, the score was categorized as “very good” with interval 80% < x < 100%, design expert is 86%, the score was categorized “verry good” with interval 80% < x < 100%, teacher perception is 97%, the score was categorized “very good” with interval 80% < x < 100%, and student respond is 87%, the score was categorized “very good” with interval 80% < x < 100%. So, it can be seen that the criteria of validation level are very valid and not revision. This English storybook that has been revised by design expert and contain expert. This English storybook can be used a reference by teachers to try to improve the student speaking skills and can be some learning media is appropriate to the student’s condition. It means, that used English storybook is very positive for the students. Keywords:English Storybook, Speaking Skill, How to cite
... Reading is useful for language acquisition. Provided that students more or less understand what they read, the more they read, the better they get at it (Harmer, 2007). In addition, Grellet (2004) stated that Reading is a constant process of guessing, and what one brings to the next is often more important than what one finds in it. ...
... This explanation showed us that reading became our daily life to give information. Harmer (2007) states that "Reading is useful for language acquisition provided that the students more or less understand what they have read, the more they read, the better they get it. Reading also has a positive effect on the students' vocabulary knowledge, on their spelling and on their writing. ...
Generally, most of students have some problems in learning English, especially in learning reading. The problem in this research was the students don’t know yet kind of technique, strategies, method of learning reading. And also students have lack of vocabulary and grammar. And then the students got difficulties in comprehend the English text. The English teacher should have good method in teaching and learning English. The object of this research was to know the significant influence of Cooperative Learning Type Jigsaw towards students’ reading ability at the tenth grade of SMK Taman Siswa, Bandar Lampung in 2024/2025. Cooperative Learning Type Jigsaw improved students’ reading ability. The sample in this research were two classes, they were experimental class and control class. In the experimental class the writer used Cooperative Learning Type Jigsaw in teaching reading and the control class the writer used direct instruction. In the data collecting technique the writer used reading test, and used multiple choice. In the data analysis the writer used t-test formula.
... Through using this type of a lesson, the teacher presents grammar or language rules, and then students use the rules to communicate and practice the language. In other words, through interactions students utilise these rules to produce their own speeches (Harmer, 2007). ...
... This approach also suits the Engage Study Activate (ESA) lesson sequence rather than PPP. This is due to the fact that students at the beginning of the lesson have to be engaged into the lesson via asking them questions or giving them texts to work out the rules (Harmer, 2007). ...
This paper is entitled Investigating Teachers‟ Awareness of Guided-discovery Approach to Teaching Grammar. It has been years that linguistics, teachers and methodologists research about grammar. They want to choose a good approach and way to teach grammar in Second Language Learning classroom (SLL). It is obvious that language is null without grammar. Yet, some linguists believe that grammar is not needed while some claim that grammar is necessary and should be taught. This is an applied research which tries to discuss the antagonists and protagonists to teaching grammar. If teaching grammar is needed, what approach teachers should follow and use. There are basically two main approaches to teaching grammar; inductive and deductive. However, recently another approach merged and lied between deductive and inductive approach which is so-called guided-discovery or seductive. It is said that this approach chooses the best from each. It concentrates on both accuracy and fluency. This paper is an attempt to discuss the approaches to teaching grammar. Also, the benefits and drawbacks of each approach are discussed. In this piece of research, grammar teachers of college of education and basic education at Salahaddin University were chosen as the sample of this research. A semi-structured interview and observation checklist are used to gather the date. It is apparent that teachers generally do not have much information about this approach. Also, they either follow inductive or deductive approach in their lessons.
Keywords: teaching grammar, inductive approach, deductive approach, guided discovery approaches, comprehensible input
... Understanding the extent to which listening comprehension correlates with different elements of speaking, such as pronunciation, grammar use, vocabulary, and fluency, can provide valuable insights for language teaching and learning (Harmer, 2007;Doff, 1988). This nuanced understanding can help inform instructional practices and strategies that target the specific areas of speaking that are most influenced by listening skills, ultimately enhancing the overall communicative competence of EFL learners. ...
... The questionnaire results further elucidate the specific aspects of speaking that are influenced by listening comprehension. The finding that pronunciation was the most significantly influenced aspect aligns with the theoretical perspectives of experts such as Cross (1992) and Harmer (2007), who have highlighted the role of listening in the development of appropriate pronunciation, intonation, and stress patterns. ...
This study aimed to investigate the correlation between listening comprehension and speaking ability among students at the English Department of Pattimura University, batch 2018. A quantitative correlational research design was employed, and data was collected through score documentation and a questionnaire. The findings revealed a positive and significant correlation between listening comprehension and speaking ability, with a correlation coefficient (r) of 0.608. The study concludes that listening comprehension is a crucial predictor of speaking ability and suggests that language teachers should provide ample opportunities for students to engage in listening activities to improve their overall speaking proficiency. Further research is recommended to explore other factors that may influence speaking ability beyond listening comprehension.
... In Chinese EFL learning context, the forms of intensifying adverbs might have been clearly instructed whereas the functional exponents might not be sufficiently taught. Furthermore, Harmer (2007) argued that the knowledge of collocation is an "important part of knowing a word" (p.75). Thus, it is necessary to raise learners' awareness of the words in collocations and lexical chunks to get a clear understanding of the mostly accepted usage (Harmer, 2007). ...
... Furthermore, Harmer (2007) argued that the knowledge of collocation is an "important part of knowing a word" (p.75). Thus, it is necessary to raise learners' awareness of the words in collocations and lexical chunks to get a clear understanding of the mostly accepted usage (Harmer, 2007). Nevertheless, the explicit instructions should not lead to memorise fixed collocations and expressions. ...
This research aims to analyse the use of amplifiers in academic writing of Chinese EFL (English as a Foreign Language) learners with a comparison to that of native speakers. By analysing the frequency and features of amplifiers in Louvain Corpus of Native English Essays and Ten-thousand English Compositions of Chinese Learners, it is noticeable that Chinese EFL learners’ limited variety of vocabulary might lead to the high frequency of certain amplifiers. Pedagogically, raising learners’ awareness on the inappropriate use of amplifiers in academic writing is a necessity. The instruction on using intensifying adverbs authentically should be emphasized in Chinese EFL classes.
... Various teaching strategies have been shown to improve reading comprehension. Harmer (2007) highlights the importance of using questioning, predicting, summarizing, and visualizing techniques to help students process information effectively. Sitora and Muzaffar (2021) suggest that making connections between texts and students' real-life experiences fosters deeper engagement and understanding. ...
This research aimed to develop instructional materials for procedure texts incorporating local content to enhance ninth-grade students' engagement and comprehension at SMP Negeri 5 Ambon. Employing Borg and Gall’s Research and Development model, the study followed nine iterative steps, including needs analysis, material development, expert validation, revision, and field testing. Data were collected through student questionnaires, expert reviews, and classroom trials involving 30 students. The developed materials were validated by experts and received a “very good” rating based on their alignment with the 2013 Curriculum, cultural relevance, clarity, and pedagogical soundness. Field testing showed that students demonstrated increased motivation, active participation, and improved understanding of both procedural texts and local cultural elements. The final product consisted of interactive worksheets, multimedia resources, and locally contextualized content such as traditional Ambonese recipes and crafts. These materials not only improved learning outcomes but also fostered students’ cultural identity. The study underscores the significance of contextualized and culturally responsive materials in making English learning more effective, engaging, and meaningful.
... Pembelajaran perlu dilaksanakan dengan baik guna membantu siswa mencapai tujuan pembelajaran. Untuk dapat melaksanakan pembelajaran dengan baik diperlukan kemampuan guru dalam mengontrol, mengorganisasikan dan mengevaluasi proses pembelajar untuk membantu siswa mencapai tujuan pembelajaran (Harmer, 2007). Dengan kata lain dengan guru berkewajiban untuk memiliki kompetensi pedagogis atau kemampuan pengelolaan kelas. ...
Pembelajaran yang bahasa Inggris yang efektif sebagaimana diharapkan dalam Education 4.0 adalah yang pembelajaran bahasa yang melibatkan siswa untuk berpartisipasi dan berkolaborasi dengan siswa lainnya di kelas secara lisan dan tulisan. Namun sebagian besar guru Bahasa Inggris mengajar menggunakan metode mengajar teacher-centered yang mengakibatkan siswa pasif dan enggan untuk berpartisipasi dan berkolaborasi dengan siswa lain. Berdasarkan hal tersebut kegiatan pengabdian pada masyarakat bertujuan: 1) untuk meningkatkan pengetahuan dan kemampuan guru dalam melaksanakan pembelajaran yang melibatkan partisipasi aktif siswa dalam belajar melalui model pembelajaran kolaboratif dan partisipatif, 2) memecahkan salah satu permasalahan utama yang dihadapi guru-guru bahasa Inggris terkaiti rendahnya motivasi dan kemampuan siswa dalam berkolaborasi, berpikir kritis, berkreasi dan berkomunikasi dalam Bahasa Inggris, dan (3) mengembangkan kerjasama antara Program Studi S2 Pendidikan Bahasa Inggris FKIP UNRAM dengan pemangku kepentingan terutama guru-guru Bahasa Inggris di lingkungan MAN Lombok Barat. Metode yang digunakan dalam kegiatan pengabdian ini adalah dengan presentasi untuk menyampaikan informasi tentang pembelajaran kolaboratif dan partisipatif pemberian model, dan praktik atau latihan terbimbing dan mandiri. Jumlah peserta kegiatan yaitu 30 orang guru di lingkungan MAN Lombok Barat. Luaran kegiatan ini adalah artikel yang diterbitkan pada jurnal Paper akan diterbitkan di Jurnal Pengabdian Darma Diksani.
... English as a Foreign Language (EFL) education in schools is an international priority because English is the lingua franca of academia, business, and tourism (Vonkova et al., 2021). This is also supported by Harmer (2007) who stated that most students learn English as a Foreign Language (EFL) with the aims of talking with native speakers from another country when they are traveling and have employment visits. ...
Many students do not have a sufficient level of listening skill. Students’ difficulties in listening include the areas of pronunciation, stress, intonation, vocabulary, and syntactic structure. This study aimed to investigate listening sessions through LiveWorksheets at SMP Puri Artha Karawang. This study included 25 students from grade seven. In conducting the study, the researcher applied a descriptive qualitative method. The researcher used semi-structured interview questions as the instrument of this research. The findings show that students faced listening difficulties mostly because of different speaker accents. Mostly, the students used entertaining media to overcome this challenge. Moreover, it is also found that out of nine difficulties found, seven are related to listening in general and two are related specifically to the use of LiveWorksheets which are unclear audio/sounds and technical error.
... As we know, in learning a particular language, practicing is the key to master it. Moreover, speaking is the act at the real time (Harmer, 2007). It means, the speakers must think fast how to speak with the correct word and structure in the circumstances and have no time to find the correct translation of a particular word. ...
English speaking is an essential skill that must be learned by higher education students, in this case is the EFL students. Speaking skill is very useful and needed for their future to increase their chance in getting the future job worldwide. English is the core subject in higher education; therefore, the students must enrol to complete their studies. However, this skill is difficult to master since they do not speak English in their everyday life. This present study aims to determine the students' ability to speak on their YouTube video project. There were four components of speaking used in this study. They were Pronunciation, Fluency, Grammar, and Vocabulary. The students’ YouTube video projects were used as the data to see their ability in speaking. It was found that the highest average score is on the component of Grammar among the four components of speaking. Then, it is followed by Vocabulary, Pronunciation, and the lowest is on the Fluency component. The average score of their speaking is 72.7, hence, it can be concluded that the students’ speaking ability on their YouTube video project is in a good category. The use of YouTube in speaking is effective to improve the students’ speaking ability. Overall, this study contributes on the research of the same field on the English language teaching for EFL students in exploring the effectiveness of the technological enhancement to help the students improving their speaking skills.
... Teaching writing, therefore, requires clear goals and effective methods. Harmer (2007) emphasized two main purposes of teaching writing: writing-for-learning, where students practice language through writing, and writing-for-writing, which focuses on developing actual writing skills. In high school, students learn various text types, including recount texts. ...
The shift to independent, home-based learning during the COVID-19 pandemic created isolated educational environments that likely fostered self-regulated learning (SRL) practices among students. Building on this context, this study investigates the relationship between self-regulated learning and students’ writing skills in the post-pandemic era, while also identifying the specific SRL strategies employed during writing tasks. Adopting a quantitative correlational design, the research involved 33 tenth-grade senior high school students. Data were gathered through an adapted self-regulated learning questionnaire and a reflective essay writing test, with Spearman’s rho correlation used for analysis. The results revealed a statistically significant, moderate positive correlation between self-regulated learning and writing skills (r = 0.439, p = 0.011, p < 0.05). Additionally, the most frequently utilized SRL strategies in writing included self-consequences (e.g., self-reward for progress), self-evaluation (e.g., post-writing proofreading), and transformation (e.g., conceptualizing ideas in Indonesian before drafting in English). These findings underscore the significant association between self-regulated learning and post-pandemic writing proficiency, offering valuable insights for future research on SRL’s role in enhancing English language competencies.
... Finally, the last version is the result of a piece of work that has been through an editing process. Further, Harmer (2007) states that writing involves a process of generating, formulating, and refining one's ideas. Combined with Richards and Renandya (2002), writing activities consist of planning, drafting, revising, editing (reflecting and revising), and final version. ...
Writing is a process-oriented language skill requiring students to construct and develop ideas and thoughts in written form. This study was designed to investigate whether there is an effect of PLEASE strategy on students’ writing skills and motivation to recount texts among 11th-grade students. This study employed a quasi-experimental design on both experimental and control classes. The data were collected through writing tests to measure writing skills and a writing motivation questionnaire to analyze writing motivation. The data were analyzed statistically using a t-test after complying with Normality and Homogeneity test. The results revealed that PLEASE strategy affected student’s writing skills and motivation to recount texts compared to teacher-centered strategy. PLEASE strategy promoted a metacognitive skill within the writing process on recount texts. This was favorable to assist the students in planning, monitoring, and evaluating writing through the steps of Pick, List, Evaluate, Activate, Supply, and End, and motivate the students to write extrinsically and intrinsically. This study recommended broader implementation of PLEASE strategy to teach the writing process across other text genres in all stages of education.
... Teachers should not treat students on the ground that they all study to get a passing grade in the final exams. Students learn English for different reasons (Harmer J. , 2007 ). ...
This study used an interview and questionnaire to investigate the claim that the Moroccan teachers of English tend to focus on accuracy more than fluency with the secondyear baccalaureate classes in public secondary schools. In fact, ignoring fluency-oriented communicative activities in second year classes is likely to go unnoticed because students sit for a final standardized test (the National Exam) that does not test the oral performance of learners (speaking and listening skills). To test the hypothesis, eleven teachers were interviewed and forty-six others answered a questionnaire. The data gathered are analyzed qualitatively and quantitatively using graphs, tables and description. Eventually the study results seem to indicate that there is a tendency to favor accuracy over fluency in practice. Grammar teaching and gapfilling exercises are still common practice in the second-year baccalaureate classes. Accuracy appears to be important even with speaking skill wherein fluency is sought especially under the Standard Based Approach that the Moroccan Ministry of Education recommends. The paper concluded with some recommendations to the relevant authority.
... Teachers can always develop their teaching skills with feedback resources, measuring their communicative abilities and managing for different situation. There are a number of considerations for schools, learners and teachers planning to promote effective professional learning, as proposed by Harmer and other researchers on education (Harmer, 1998;Harmer, 2001;Harmer, 2007). In the following are some tenets for the good teacher and good learner: 1. ...
... The observation revealed interesting student performance patterns across different speaking skills. It is relevant to what is claimed by (Harmer, 2008) if students want to speak fluently in English, they need to pronounce phonemes correctly, use appropriate stress and intonation patterns, and speak in connected speech. The result highlights areas of struggle, such as accuracy, pronunciation, and enunciation, with some students performing better in these areas than others. ...
The study highlights the need to accommodate individual preferences and comfort levels in using the TikTok applications for language learning. This study aims to investigate the difficulties students face in performing English conversations and to analyze the students’ perceptions of using the TikTok application to perform English conversations. The present study employed qualitative paradigm using the type of case study and was conducted at one of the vocational schools in Ciamis. Additionally, the researcher used interviews and observation to answer the research objectives. The study discovered that students faced several challenges in creating content. Technical issues, such as video errors and slow upload times, were common obstacles. Additionally, environmental factors, such as background noise, often interfere with the quality of their videos. On a personal level, difficulties with language proficiency and a lack of confidence in content creation further complicated the process. These challenges underscore the importance of providing support and guidance for integrating TikTok as an educational tool effectively. However, the findings showed that TikTok has an appeal as an English language learning medium, particularly in developing speaking skills and boosting student confidence. A highly positive student responds to learning to speak through the TikTok Application because it fosters enthusiasm, motivation, and comfort in English conversation performance.
... Overall, it offers valuable insights into the cognitive and interpretive processes involved in reading, enriching our understanding of how individuals engage with written language to construct meaning. Beside that, according to (Harmer, 2007) Reading is useful for language acquisition. The statement underscores the vital role of reading in language acquisition. ...
This study aims to examine lexical density in reading texts in English textbooks “English for Nusantara” for junior high schoolstudents using critical discourse analysis. The study used a qualitative approach with a content analysis research design. In this study, critical discourse analysis (CDA) was used to investigate the meanings contained in the text in order to provide an understanding of how the reading text conveys deeper meanings and influences the reader's perceptions, as well as providing insight into the broader implications of language use in educational contexts. This research found the high lexical density of 11.5 it was indicated a greater concentration of meaningful content, which often correlates with increased complexity and richness of vocabulary. By revealing a high lexical density, the educators can foster critical thinking, cultural awareness, and a deeper connection to students' heritage. This research advocates for a more thoughtful and contextually aware approach to curriculum design, ensuring that reading materials effectively support language learning and literacy development while fostering a strong connection to students' heritage and identity.
... According to (Harmer, 2007) (Mundy-Henderson & Martin, 2020) states that internet-based material is a learning material taken from various in the internet that are given to the students as an innovative learning and it can be considered as a part of teacher professionalism besides the use of the internet shows that the teacher is still up to date. Moreover, Tait (1998) explains that an extension of internet-based materials which the sources can be found from the internet in which the learners be able to access global rather than local materials. ...
The rapid use of technology in the 21st
century has resulted in
changes in the education system throughout the world. This has also
impacted changes in governance and the education system in
Indonesia. Ready or not, like it or not, Indonesia has to improve in order
to adapt to the times that sig nificantly advance the virtual world. Apart
from this phenomenon, the massive use of digital technology has an
impact on all subjects taught at all levels of education. Language
learning subjects are one of the subjects that are directly affected by
the us e of digitalization in this learning.
Once upon a time, when we still knew cardboard, markers,
stationery/study tools, etc., the use of portfolios to assess children in
tests or examinations was common, but now the use of these tools has
been abandoned by many educational circles, especially in big cities. In
developing and succeeding in education, teaching, and learning in
schools, digital platforms are chosen as the leading means and media
for learning. This was also supported when Covid 19 hit Indonesia as a
whole and paralyzed all learning and teaching activities in the
motherland. Until now, after the Covid 19 period has passed, lecturers,
teachers, students, and education activists are still using digital
platforms in learning activities.
... According to some people writing in English is the most difficult English skill. According to Harmer (2007) writing requires more time to think than when speaking. Writing as a productive skill is considered more difficult because in the process it involves thinking skills and strict rules, such as grammar rules), spelling, coherence, writing style, etc. Writing also requires a process of practice because writing is a reflection of students' knowledge in mastering other skills including speaking, listening, and reading (Leki, 1991). ...
There are many language skills that must be mastered in learning English, consequently the proper media is required to accommodate this need. Webtoon is the solution for these problems, which is a very popular digital comic application with more than 100 million downloads and provides a wide variety of genres which can help to learn English skills. The previous research examined the use of webtoon as a learning media to mastering vocabulary, improve students reading skills, speaking skills and writing skills. However, no research has been conducted on the use of webtoon for all English language skills. Therefore, this study aims to investigate of using webtoon applications for students’ English skills. This study employed qualitative approach, and the design used in this study was systematic literature review. The method of collecting data in this research is by using 25 research articles that were collected from Google Scholar, ResearchGate, Microsoft Academic, ScienceDirect, and the Perpustakaan Nasional. From twenty five articles that researchers have been investigated it was found that webtoon media has a big impact on students’ English skills. The illustration images available on the webtoon also help in understanding the story and difficult words for the readers and also do not make the students bored. Therefore, this article is structured to investigate how the use of webtoon for students could increase their English skills.
... Broadly speaking, however, they are descriptive in nature, and 'grammar translation' in pedagogy (for more on grammar translation as a pedagogy, cf. Richards 2001;Coady 1997;and Harmer 2007). The referential frame is grounded in English; vocabulary is memorised; the sentence is the basic unit of teaching and practice; and grammar is taught deductively through explicit presentation and study. ...
Tibetan translation today is deeply tied to the academic field of Tibetan Studies and Tibetology. This entails a particular historical legacy, as well as a particular set of long-standing institutional and pedagogical practices – in both methods and materials – for teaching Tibetan. After exploring the background of these current practices, I put forward an alternative to learning and translating Middle Tibetan (or ‘Classical Tibetan’). This comprehensive, collaborative, and community-centred approach is inspired by work in applied linguistics, second language acquisition, and translation studies; this article seeks to elaborate what we stand to gain from those fields, and how we can apply it to the Tibetan language-learning context. Within, I argue that adopting such an approach is not only justified; it also provides tangible benefits to both scholars and Tibetan speech communities, which still hold invaluable indigenous, living-tradition perspectives on textual meaning. In other words, rather than seeing the text-as-object from which we extract a translation-as-product, the aim within is to uncover a translation-as-social-practice that is constructive, inclusive, and reciprocal.
The aim of the authors was to map the current state of early childhood language education in Slovakia from the perspective of 374 foreign language teachers in primary schools. The range of the questionnaire aimed to obtain a descriptive yet comprehensive view of both the external settings and, from the teachers’ perspective, their internal prerequisites for their foreign language teaching (FLT) for pupils aged 6-10. The respondents expressed their opinions on their own FLT competencies as well as the objective conditions for meeting the expected goals of FLT within the current primary school environment, including the level of attention given to the quality of FLT for young learners. The data include respondents’ evaluations of their principals’ roles in providing qualified staff (including native speakers), appropriate resources, supporting teachers’ professional development, paying attention to varying levels of foreign language proficiency, and monitoring pupil and parent satisfaction. The teacher respondents highlighted areas where they need more support and training, such as activating effective methods for teaching vocabulary, pronunciation, grammar, and language skills to mixed-ability groups of pupils. The most revealing results relate to both positive and negative feedback from pupils and parents on teachers’ performance.
Kemampuan menulis esai argumentatif merupakan salah satu keterampilan berbahasa yang penting dalam pengembangan daya pikir kritis dan kemampuan berkomunikasi secara tertulis. Namun, keterampilan ini masih menjadi tantangan bagi sebagian besar siswa SMA, yang seringkali belum mampu menyusun argumen secara logis dan sistematis. Rendahnya keterampilan ini disebabkan oleh pendekatan pembelajaran yang belum sepenuhnya kontekstual serta minimnya latihan yang terarah. Menanggapi kondisi tersebut, tim Pengabdian kepada Masyarakat dari Program Studi Pendidikan Bahasa Indonesia melaksanakan kegiatan pelatihan menulis esai argumentatif dengan pendekatan kontekstual di SMA Negeri 7 Ambon. Kegiatan ini diawali dengan pemberian pelatihan intensif yang mencakup pemahaman struktur esai, teknik menyusun argumen, serta penggunaan bahasa yang efektif. Pelatihan dilanjutkan dengan pendampingan praktik menulis secara langsung oleh dosen kepada 30 siswa kelas XI. Hasil kegiatan menunjukkan peningkatan kemampuan peserta dalam menyusun esai yang lebih terstruktur, berisi argumen yang relevan, serta lebih percaya diri dalam mengemukakan pendapat melalui tulisan. Sebagian besar siswa juga mampu mengaitkan topik-topik esai dengan pengalaman pribadi dan lingkungan sekitar mereka. Kegiatan ini membuktikan bahwa pendekatan kontekstual efektif dalam meningkatkan kualitas tulisan argumentatif siswa dan mendorong terbentuknya sikap berpikir kritis.
Berbicara dianggap sebagai keterampilan yang sulit dalam mengajar bahasa Inggris kepada para pelajar muda. Banyak guru dan dosen memiliki masalah dalam mengajar berbicara. Hal ini disebabkan oleh beberapa alasan. Pertama, banyak dosen mengajar bahasa Inggris dengan suasana serius. Mereka lebih suka menghabiskan waktu di kelas membaca buku teks dan tugas menulis. Mereka jarang meluangkan waktu untuk berbicara bahasa tersebut. Oleh karena itu, mahasiswa tidak memiliki cukup kesempatan untuk berlatih berbicara di kelas. Secara umum tujuan utama dari penggunaan teknologi sebagai alat peraga adalah membbuat proses pembelajaran lebih memotivasi dan menarik bagi mahasiswa. Salah satu solusi dari permasalahan di atas adalah dengan menggunakan video refleksi diri dalam kelas berbicara khususnya pidato. Peneliti melakukan Penelitian Tindakan Kelas (Classroom Action Research) untuk memecahkan masalah tersebut pada mahasiswa pemula di perguruan tinggi STKIP PGRI Nganjuk. Akhirnya, para mahasiswa dapat mengatasi masalah pribadi mereka dalam berbicara bahasa Inggris sendiri.
Today’s education aims at creating lifelong learners. Therefore, education emphasizes creating independent students who can regulate their own learning. Through case study design, this present study was intended to seek in-depth information about teaching quality dimensions that promote self-regulated learning to the primary age students at one English learning community, Rita Home Library. The data was obtained through interviews and observation from both teachers and students. The data was analyzed by coding and theme analysis. The findings showed that setting challenging goal and task; engaging students in learning through metacognitive strategy; implementing clear rules and procedures; managing disciplinary and providing clear deadline; providing meaningful feedback; seeing mistake as a part of learning; being care and open to student’s need and emotion were found to be the predictors of teaching quality that were promoted by the teacher to the primary students at Rita Home Library.
In the world of education, students' English language skills cannot be separated from the learning process provided by lecturers. Lecturers as facilitators try to provide the best teaching and learning process for their students. English is a course that develops communication skills both orally and in writing, understanding and expressing information. This course is no longer just a course that is limited to grammar, but can also develop students' skills in communicating English orally and in writing. For this reason, a creative approach is needed that can make students more active and interesting in learning English. One of the approaches provided by lecturers is learning English by utilizing audio-visual media, namely using videos, films, and music. In teaching English material, the use of this learning media is one of the right learning media to use. The purpose of this journal is to provide strategies in utilizing audio-visual media to improve students' English learning outcomes. Technically, the strategy for utilizing audio-visual media in the process of teaching and learning English is divided into three stages, namely preparation, use and the last is follow-up after use. This media utilization strategy will make English learning more effective, interactive and interesting. Lecturers will be more optimal in delivering materials and students will find it easier to understand.
This program-based community service (PkM) aims to improve the quality of English language learning at the Junior High School (SMP) level in South Konawe Regency through training in the form of classroom instruction and communicative practice activities. The method used in this activity is Asset-Based Community Services (ABCD) which involves English teachers as research subjects and main actors in designing, implementing and evaluating learning changes and improving existing competencies. Classroom Instruction training focuses on introducing innovative language learning methods that are relevant to the needs of junior high school students. In this case, the use of English for Teaching as the teacher's language of instruction in the classroom plays a very important role. This activity involves implementing a collaborative approach between teachers and PkM implementers as well as resource persons to identify the most effective learning strategies in the specific school context. Meanwhile, Communicative Practice Activities are focused on developing learning activities that promote active verbal interaction in English and are student-centered. It is hoped that the results of this activity can provide practical and useful guidance for junior high school teachers in improving the effectiveness of English language teaching. In addition, through a participatory process, it is hoped that a sustainable collaborative culture will be created among teachers to continue to improve the quality of English learning. Continuous evaluation will be carried out to measure the positive impact of implemented learning changes.
At the present stage, grammar teaching in junior middle school is mainly based on the explanation of grammar rules, focusing on the correctness of grammar form and ignoring the meaning and practical use of grammar itself; in addition, there are also the problems of low efficiency of grammar classroom and lack of motivation of students. In order to change this status quo, this paper combines specific teaching cases, takes language use as the guide, considers the form-meaning-use of grammar as a whole, and constructs a junior high school English grammar teaching model based on the three-dimensional dynamic view of grammar, i.e., presenting the target grammar with multimodal parts of speech, perceiving and grasping the three-dimensional system of grammar as a whole, internalizing the knowledge of grammar by progressive exercises, deepening the use of grammar rules by outputting them in communication, so as to improve the students’ grammar awareness.
This study aimes at the implementation of Higher Order Thinking Skills (HOTS) in reading questions within the English textbook Bahasa Inggris: Work in Progress for 10th-grade high school students and how is the implementation of HOTS realized in the reading question of the English textbook? HOTS, as emphasized in Indonesia’s Curriculum, is critical for fostering students' analytical, evaluative, and creative abilities to meet 21st-century educational demands. The research employs descriptive qualitative method, data were collected through content analysis, categorizing reading questions based on Bloom’s Revised Taxonomy. A checklist table was used for classification, and the data were analyzed using the Miles & Huberman (1994) model, which includes data reduction, data display, and conclusion drawing. The results show that 58.3% of the questions fall under HOTS, while 41.7% are LOTS. Among HOTS, Analyzing (C4) is the most frequent, followed by Evaluating (C5) and Creating (C6). While the textbook includes HOTS-based questions, many still focus on factual recall, limiting students' critical thinking development. These findings suggest the need for curriculum improvements to ensure a more balanced integration of HOTS. This study provides insights for educators, policymakers, and textbook authors to enhance English instruction and align it with national educational goals.
The goal of this study was to create the board game Sneakers as a teaching and learning tool for speaking and to determine whether or not eleventh-grade students would find it useful and appropriate for that purpose. Card games and board games make up the medium. The teacher and students at the school utilized a book, and the materials were obtained from the internet. The three parts of the process—Analyze, Design, and Develop—were derived from Branch's (2009) ADDIE Model. Students require dynamic, visually appealing media during the analysis phase to participate in the teaching and learning process. The media's structure, as well as all of the elements that were increasingly its primary focus, were all covered throughout the design process. The development process was carried out to create the fundamental components of the media, such as the game's rules. Sneakers are frequently employed as a medium to promote or facilitate the teaching and learning of speaking for the eleventh-grade students at SMA Muhammadiyah 2 Pontianak, according to the evaluation's findings
In the pages of this book, readers will encounter not just a compendium of research findings but a catalyst for reflection, innovation, and action. As we navigate the complexities of a rapidly evolving educational landscape, the insights gleaned from these pages will serve as guiding stars, illuminating our path towards a future where technology and pedagogy converge seamlessly to nurture linguistic proficiency, cultural competence, and global citizenship.
The aim of this study was to reveal the perceptions of grade 9 English teachers and students regarding the suitability, effectiveness and quality of the English 9 textbook. In the study, the Textbook Evaluation Survey, which includes Likert-type expressions and open-ended questions for users designed by Öz (2019), with a reliability coefficient of .92, was used to collect feedback from teachers and students about the textbook. 10 9th grade English teacher and 100 9th grade students participated in the study. For the analysis of the data obtained from the surveys, the SPSS program was used and evaluated proportionally in the frequency module. The responses to the 4 open-ended questions asked only to the teachers within the survey were grouped and examined according to the similar answers of the participants. The study also performed an independent-samples t-test to examine the differences between the participant teachers and students in terms of the common categories included in the surveys for each group. The results of this research study indicate that although the 9th grade English book examined is generally appropriate for the level of the students, it falls short in meeting the expectations of teachers and student users in some aspects. Therefore, the study concludes that the book requires some improvements to be a more effective teaching tool in English course. Keywords: English 9 English textbook, in-use evaluation, textbook evaluation, user opinions.
Reading is one of four skills that is needed to learn the English language. However, if it only reads without comprehending the passage, it only wastes time and will be useless. Therefore, a good reader should have a reading technique to make the reading process more effective. This research aimed to determine whether there is a correlation between students' reading speed and reading comprehension in the fourth-semester English Education Study Program of Universitas Islam Kadiri. This research used a correlation method. The sample of this research was used Non-Probability Sampling. It was a saturated sample. The sample of this research was 4th semester of class A English Students at Kadiri Islamic University. In collecting the data, the researcher used reading speed and multiple choices tests as instruments. A reading speed test was used to know students" reading speed, and a multiple choice test was used to know their reading comprehension. The researcher used SPSS program to analyze the data and to find out the correlation between two variables. The result showed that there is no significant correlation between students" reading speed and reading comprehension The result show that data is 0,879 level (2-tailed) , it means that 0,879 > 0,05. So, Null hypothesis (Ho) accepted alternative and hypothesis (Ha) is rejected. Thus, it can be concluded that there is no positive correlation between students" reading speed and their reading comprehension in the fourth semester English Education Study Program of Universitas Islam Kadiri.
Face-to-face strategies have been the primary method for language learning over the past decades, particularly for teaching English. However, online platforms were less utilized in educational institutions until the rapid shift caused by the COVID-19 pandemic. This shift highlighted the potential of virtual programs in language education, leading scholars to recognize their benefits. This study explores the importance of online English platforms in addressing literacy challenges and improving proficiency in Higher Educational Institutions (HEIs). Through surveys of Foundation Programme Department (FPD) students and instructors, the research will analyze platforms like Microsoft Teams and Zoom, assessing their effectiveness in English language learning.
This research is aimed to find out is there any significant effect of using Instagram Media and Blended Learning towards students’ writing skill on the eleventh grade of MA Daar El Mu’minin in academic year 2020-2021. The population is the second-grade students of MA Daar El Mu’minin. The sample of the research is two classes. They are XI IPS 1 as the controlled class and XI IPS 2 as experimental class. It was conducted by using true experimental research design. The experimental group was taught by using Instagram Media and Blended Learning, while the controlled group was taught by using conventional learning using power point. The instrument was used to collect the data by writing a Descriptive text. After analysing the data, it was found that the value of wiring test using Instagram media t-test was t-count t-table (4.039 2.024) and for Writing using Blended learning was t-count t-table (4.182 2.024). it means that alternative hypotheses (Ha) were accepted and null hypotheses (Ho) were rejected. So, there is significant effects of using Instagram Media and Blended Learning towards students’ Writing skill.
This paper aims to analyse false friends in Farsi (henceforth Persian) and Tajik to help Tajik-speaking learners comprehend texts and conversations in Persian. Words such as pāru (Persian: row, Tajik: fertiliser), čoruk (Persian: crease, Tajik: slim), nāhār (Persian: lunch, Tajik: hungry) and kowli (Persian: gypsy, Tajik: related to the lake) are some examples of faux amis. The paper uses corpus-based research (Uppsala Persian Corpus for Persian and Tajik National Corpus for Tajik). A list of nearly 30 false friends was gathered within the contexts of both varieties, and some tasks were provided to help learners overcome nuances of the terms. It is shown that the use of naturally occurring texts, along with practical pragmatic knowledge, can help learners understand semantic nuances of similar pairs of words in Persian and Tajik. Moreover, some strategies (contexts) and tools (glossaries) are suggested to help learners use the words properly and avoid misunderstanding and erroneous usage of words.
This study aims to analyze teachers' teaching style to teach English writing skills to students in grades XI and XII at SMA Negeri 2 Banjarmasin. Writing skills are crucial to English language learning in senior high schools in Indonesia. The research method was a descriptive qualitative method that utilized observation and interviews as the primary instruments. The research participants are English teachers in grades XI and XII at SMA Negeri 2 Banjarmasin. The results indicate that teachers' dominant teaching styles in teaching English writing at SMAN 2 Banjarmasin are formal authority and facilitator. Formal authority involves the teacher having complete control of the learning process, while the facilitator involves the teacher acting as a facilitator to help students acquire knowledge and skills independently. Formal authority and facilitator are two teaching styles to develop English writing skills in educational settings. This research provides an overview of the teaching approaches used in these settings. The findings have implications for improving the effectiveness of teaching English writing skills at the high school level.
Learning English in Vocational High School (SMK) is different from teaching English in Senior High School. In SMK, the orientation is to prepare students to be able to take part in the work field. Consequently, English teachers in vocational school are expected to have the ability to analyze the needs of the students so that they can design an appropriate teaching-learning process. The aim of this study was to identify some factual information about the needs of learning material in vocational students in learning English, especially in the some of language components in English (Vocabulary). The subjects in this study were the vocationalstudents of 2 (two) SMK which organized the TKJ and Hotels Tourism department in Bojonegoro. The results showed that the needs of students towards learning English is to meet the academic professions and the future needs of the students, which involved the skills of the language and some of the language components. Whereas in the case of conformity between the content of the English textbooks and the vocational students’ needs, it was found that the English textbooks was more focused on describing the English language competences generally and not directed to the Department of TKJ and Hotel Tourism itself.
This study explores how English language teachers (ELTs) have improved their students' speaking abilities in the context of Nepal. With the rapid pace at which the world is changing and the emphasis on communication, especially in English, students encounter a number of obstacles in their efforts to improve their speaking skills. Drawing upon qualitative methodology, interviews were carried out with two ELTs from the Kathmandu Valley to find out their viewpoints on teaching strategies, learning environments, and approaches to addressing learner challenges. The results show that there are a number of important obstacles, including speaking nervousness, a lack of learning opportunities, and gaps in knowledge between theory and practice. By highlighting interactive teaching techniques and student-centered approaches, both participants emphasize the crucial part that teachers play in creating inclusive and encouraging learning environments. In order to enhance equitable access to high-quality education, the study urges on stakeholders to address systemic issues and support a holistic approach to learning languages. Overall, this study shed light on the difficulties involved in teaching languages and highlights how important it is for teachers to support their students' confidence and speaking ability in the language.
One of the fundamental skills required in the process of language learning is writing; however, it is the most challenging one as well. EFL Students’ deficiency in writing skills is due to the accumulation of different factors such as the limited time allotted for Written Expression, the lack of constructive feedback from teachers and the influence of Artificial Intelligence mainly after the pandemic. Most learners nowadays show total dependence on using AI to carry out their assignments; this issue affected negatively their writing level. The present research paper aims above all to examine the vital role of Written Expression teachers’ feedback to reinforce 3rd year students’ writing skills to overcome the potential risks of AI widespread. The investigation made use of both student questionnaire and teachers’ interview at the Department of English as research tools to achieve the desired objectives. Findings proved that teacher feedback has a crucial role in the improvement of students’ production.
Artificial intelligence has been transforming every field of life. It's critical to comprehend how artificial intelligence affects foreign language learning. Artificial intelligence can improve real-time feedback and individualized learning experiences, which may boost student motivation. The study assesses students' artificial intelligence literacy and English language learning motivation levels. Data were gathered through in-person surveys from 397 participants using the Artificial Intelligence Literacy and the English Language Learning Motivation Scales. The findings showed that English language learning motivation (65.02) and literacy in artificial intelligence (61.95) were above average. There were statistically significant positive correlations between total scores of English language learning motivation and artificial intelligence literacy (p < 0.01). These results imply that a greater motivation to learn English is related to a better level of artificial intelligence literacy. Also, incorporating artificial intelligence into language instruction can improve students' motivation and engagement. More research to examine other variables impacting this relationship is also needed. The results may offer insightful information to educators and legislators who seek to enhance artificial intelligence literacy and foreign language instruction in a quickly changing educational environment.
This survey study aimed to investigate the attitudes of Indonesian second/foreign language (L2) learners of English towards the use of Indonesian, learners’ first language (L1), in English class and to see whether learners’ study duration influenced these attitudes. 101 prospective English teachers in their first, second, third, and fourth year of study at the English Language Education department participated in this study. Descriptive statistics revealed that learners held very positive attitudes toward using Indonesian in English classes. Through a chi-square test of independence, it was also found that these attitudes did not significantly differ among learners from different batches. Informed by the findings, pedagogical implications include adjustment of assessments allowing learners to practice L2 more, enhancing exposure to L2 in and outside the class, and conducting confidence-building activities allowing learners to use L2 in a more relaxing environment, minimising fear of making mistakes. Suggested directions for future studies include conducting longitudinal or comparative studies assessing how bilingual instruction or learners' attitudes towards it contribute to learning outcomes. Investigating how these attitudes affect learners' language skills, such as listening and speaking, is also strategic.
The article explores the significance of foreign language grammatical competence in higher education, particularly within the framework of distance and blended learning. It highlights the growing need for professionals with strong language skills in the globalized world, where English serves as a key tool for communication across various fields. Grammatical competence, essential for both written and spoken communication, plays a crucial role in mastering a foreign language and is fundamental to students' professional development. However, learning grammar presents numerous challenges, including the complexity of rules, exceptions, and the lack of practical, real-world application during the learning process. The recent researches on the topic were examined, scholars emphasize the necessity of integrating grammar into language learning. The article underscores the need for innovative methods and tools in grammar instruction, particularly in the context of distance learning. Digital tools, such as the Quizlet application, offer interactive learning experiences and provide valuable feedback, making the process more efficient and engaging for students. Quizlet allows teachers to track students' progress and adapt lesson plans according to individual needs, ensuring a more tailored learning experience. The article also discusses the importance of a structured approach to teaching grammar, where exercises progress from simple to complex and incorporate professional vocabulary. The use of video materials and online platforms is highlighted as an effective method to enhance students' grammatical competence, allowing for immediate self-assessment and feedback. These tools enable students to practice grammatical rules in context, fostering a deeper understanding and retention of the material. In conclusion, the development of grammatical competence is essential for students' foreign language proficiency and their ability to engage in effective professional communication. By utilizing modern educational technologies and adopting a communicative approach, educators can better prepare students for successful careers in a multilingual global society.
Education is an intervention that can change individuals' lives and also communities by building skills such as listening, speaking, reading, and writing LSRW. It is important to point out that educational tools assist in developing the above-mentioned skills and change communication and dealing with the environment. Evaluating the role and significance of educational tools in enhancing LSRW skills, it can be stated that one of the most significant changes is boosting the literacy level. Again, the availability of books, use of the internet and other forms of media and facilities via the internet as well as electronic learning tools can enhance the levels of literacy in reading and writing. Anything that provides language practice such as listening or speaking, be it via audio such as Broadcast, podcasts, or using apps for learning languages, enhances the client's exposure to different cultures and ways of thinking. Teaching aids can enhance learning as they help the learners to understand what is taught given that some of them have disabilities or learning difficulties. They can easily organize learning environments and tailor them to the learning processes and orientation of students. Technology can be incorporated into a learning management system, assessment tools, and multimedia resources that apply to the teaching-learning process. When educational tools are used frequently, one can transfer most of the skills being taught in a class to other areas of life, via informal learning processes. With the modern improvement of technology and innovation in education, the possibility for those educational tools to change lives and communities for the better through developing LSRW skills is boundless. Ed Tech's role and how it multiplies the ESL classrooms in producing enhanced LSRW skills The increase in the learning experiences and the motivation of the students is seen in combination with the improved language skills. About the future of educational tools and their influence on mastering the language, it is possible to state that due to the constant developments in the field of IT, there are more potential possibilities for creating new advanced tools.
Tujuan penelitian ini adalah untuk mengidentifikasi dan menganalisis pengaruh metode pembelajaran Task Based Language Teaching (TBLT) dan motivasi belajar terhadap keterampilan menulis teks narasi pada peserta didik. Penelitian menggunakan metode kuantitatif dengan desain korelasional. Penentuan sampel dalam penelitian ini menggunakan teknik sensus sampling, yaitu semua anggota populasi dijadikan sampel. Sampel dalam penelitian adalah seluruh peserta didik kelas V dengan jumlah sebanyak 34 orang peserta didik. Teknik pengumpulan data dilakukan dengan metode kuesioner dan tes. Analisis data dilakukan dengan menggunakan analisis regresi linier berganda. Berdasarkan analisis, dapat diketahui bahwa metode pembelajaran TBLT berpengaruh positif dan signifikan terhadap keterampilan menulis yang ditunjukkan dengan nilai t statistik sebesar 6,204 dengan signifikansi p = 0,000. Motivasi belajar berpengaruh positif dan signifikan terhadap keterampilan menulis yang ditunjukkan dengan nilai t statistik sebesar 2,448 dengan signifikansi p = 0,020. Metode pembelajaran TBLT dan motivasi belajar secara bersama-sama berpengaruh positif dan signifikan terhadap keterampilan menulis yang ditunjukkan dengan nilai F statistik sebesar 48,607 dengan signifikansi p = 0,000.
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