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Puspitasari, Evi
English Education Department, Faculty of Language Education, Universitas Muhammadiyah Yogyakarta
Languange, Linguistic, Communication & Media

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LITERATURE-BASED LEARNING TO BUILD STUDENTS’ VOCABULARY Puspitasari, Evi
Journal of Foreign Language Teaching and Learning Vol 1, No 1 (2016): January
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.115

Abstract

Literature-based Approach (LbA) is popularly used in reading. In implementing the approach, teachers use literary works to be read by students. The literary works that the students read to get the language input are commonly authentic which means that by reading the texts, students can identify a model of language and several aspects of language such as expression, vocabulary, grammar, and culture and how to use them in a real context. Realizing the importance of input, a teacher in a university in Indonesia implemented this approach in a reading class for freshmen. This research which belongs to descriptive qualitative research put attention on investigating what the students perceived toward the implementation of the LbA to assist them in vocabulary building. The data were collected by interviewing five students who were chosen because it was their first time reading an English language novel and they were the top six students in terms of vocabulary scores. To interview the participants who are presented using pseudonym, a semi guided interview guide- line was used as an instrument. The research results show that students were anxious joining this class at the beginning. However, after some meetings and reading several pages, they started to enjoy reading the novel because the novel was interesting and entertaining. In addition, the topic was closely related to their daily life. After getting new words, one of participants wrote them on paper and stuck it on her room wall. Four other students wrote the words on a notebook as a vocabulary journal. Besides by doing those things to help them recall the words, the students also used them in retelling quizzes for writing and in daily conversation with mates for speaking.
CLASSROOM ACTIVITIES IN CONTENT AND LANGUAGE INTEGRATED LEARNING Puspitasari, Evi
Journal of Foreign Language Teaching and Learning Vol 1, No 2 (2016): July
Publisher : Journal of Foreign Language Teaching and Learning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.129

Abstract

AbstractContent and Language Integrated Learning is an approach used to teach subjects which focus on learning a new language and content. This approach is usually implemented to teach content through a target language. In an English training program in Indonesia, this approach is applied by using English as a medium of instruction to teach concepts and theory-based subjects. Since the students should accomplish the target language and concepts of pedagogy, they need activities to assist them in the dual-focused process. This research is going to scrutinize what activities are implemented in the program to achieve the learning goal. By interviewing four sophomore students who enrolled two content subjects in semester three, the data were gained. Four classroom activities used were revealed. Those were quiz, group presentation, group teaching and classroom discussion. Students? responses toward each activity were good. However, some notes regarding teachers? decision and roles were addressed. It proved a teacher is a factor that brings the CLIL activities into success or failure. Keywords: Content and Language Integrated Learning, CLIL, classroom activities, students? responses
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