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All Journal Primary: Jurnal Pendidikan Guru Sekolah Dasar Indonesian JELT English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Journal of English Language Studies E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal Of English Language and Education TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Wahana Pendidikan Journal of Innovative and Creativity
Yuyus Saputra
Universitas Siliwangi
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

 1 
THE REFLECTION OF PRONUNCIATION TEACHING MATERIALS: AN OLD PARADIGM IN A NEW ERA Agis Andriani; Fuad Abdullah; Yuyus Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i2.391

Abstract

Ideally, pronunciation teaching materials should be developed based on the equal proportion of segmental and suprasegmental features and the employment of innovative pronunciation learning task types (e.g. awareness-raising tasks, rhyme and verse, ear training, etc.) (Goodwin, 2013). Unfortunately, such a reasonable breakthrough apparently has not responded by the effective use of pronunciation teaching materials. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at a university in Tasikmalaya, Indonesia. The data were analyzed with Tergujeff’s data-driven classification (2010), namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training. The findings revealed that the existing pronunciation teaching materials only accentuated on fostering the students’ segmental features. Besides, the traditional task types still dominated the tasks in such a module, such as phonetic training, reading aloud, listen and repeat and rules and instructions. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.
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.   
Investigating Students’ Silence during Synchronous Virtual Classroom: A Case Study Dela Rahmawati; Yuyus Saputra; Fera Sulastri
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.v6i1.5212

Abstract

This current study explores the silent behavior of students within a synchronous virtual classroom. It focuses on investigating the factors affecting students’ silence in the synchronous virtual classroom from the students’ perception. This study used a descriptive case study as the research design. This study used semi-structured interviews as the data collection. A semi-structured interview was asked to five silent students in the synchronous virtual classroom. Then, the data were analyzed using thematic analysis (Braun and Clarke, 2006). The findings indicate various causes of students’ silence in the synchronous virtual classrooms: lack of confidence, describing comprehension by silence, lack of knowledge, lack of English proficiency, being a good listener and showing respect, lack of preparation for learning, unsuitable teaching style, and technical issues. Keywords: students’ silence, synchronous virtual classroom, case study
Co-Authors Agis Andriani Arifin, Nur Rizqi Arini Nurul Hidayati Aryani, Wiwik Dyah Dela Rahmawati Desi Septiani Fatimah, Asri Siti Fera Sulastri Fuad Abdullah Fuad Abdullah Lia Yulisma, Lia Metty Agustine Primary Nandang Koswara Nita Sari Narulita Dewi Rahmat Rahmat Resti Purnamasari Riska Azizah Hendriani Santiana Santiana Soni Tantan Tandiana Sonia Rahmawati Ulfah Nur Afifah Yusup Supriyono Yusup Supriyono