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All Journal LingTera Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Journal of English Language and Pedagogy
Dominique Savio Nsengiyumva
University of Burundi
Education Languange, Linguistic, Communication & Media Other

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Developing content and language integrated English speaking materials for accounting students Dominique Savio Nsengiyumva
LingTera Vol 5, No 1: May 2018
Publisher : Department of Applied Linguistics, Graduate School of Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (908.041 KB) | DOI: 10.21831/lt.v5i1.13829

Abstract

This study aimed at developing content and language integrated English speaking learning materials for the students of international accounting study program to help them learn, practise and improve their speaking skills first in content subjects classes and then in their future career. The study  involved 27 third year students of Accounting Department,  Faculty of Economics, Yogyakarta State University. The data were collected through an interview, classroom observation, and a students’ questionnaire. The research findings show that, the students prefer: business, accounting basics, accounting concepts, and financial accounting accounting contents topics. In terms of classroom activities, students preferred making presentations, discussion, dialogues, role-plays, and making descriptions. The students have difficulties in discussions/debates, pronunciation, grammatical structures, and knowledge of specific vocabulary items. Their priorities for speaking English include presentations, discussions, questions and answers, descriptions, and using specific vocabulary items. Their preferences on the components of the English speaking learning materials include conversations/dialogues, grammatical features, specific vocabulary items, presentations, and discussions/debates. The evaluation of the developed materials falls in the Very Good category for both experts and students’ evaluation.
Enhancing young learners' interest in English through play-based learning in EFL contexts Wahyu Nanda Sari; Dominique Savio Nsengiyumva; Didik Rinan Sumekto
Wiyata Dharma: Jurnal Penelitian dan Evaluasi Pendidikan Vol 14 No 1 (2026): Article in Press
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30738/wd.v14i1.23073

Abstract

This study aims to examine how play-based learning influences young children's interest in learning English in an English as a Foreign Language (EFL) context. A descriptive qualitative research design was employed involving first- to third-grade elementary school students enrolled in an English tutoring program. Data were collected through classroom video recordings of play-based English learning activities and analyzed thematically using four indicators of learning interest: focused attention, enthusiasm, active participation, and persistence. The findings revealed that play-based learning created a positive and enjoyable learning environment that enhanced students' interest in learning English. The analyzed classroom interactions showed that learners maintained greater attention, demonstrated higher enthusiasm, participated more actively in learning activities, and exhibited stronger persistence when completing English tasks through games and other interactive activities. These findings suggest that play-based learning is an effective instructional approach for fostering young learners' interest in English learning in EFL contexts. This study contributes to the growing body of knowledge on early childhood English language education by emphasizing the importance of integrating age-appropriate, child-centered, and interactive learning activities into English instruction to promote meaningful engagement and support effective language learning among young children.
Evaluating reading preparatory class for the regional assessment in junior high school with CIPP Model Allan Suarman; Didik Rinan Sumekto; Dominique Savio Nsengiyumva
Journal of English Language and Pedagogy Vol 8 No 1 (2025)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v8i1.15367

Abstract

This research is proposed to evaluate an afterschool program called Reading Preparatory Class (RPC) for the ninth graders in order to prepare them to face the regional assessment called ASPD (Asesmen Standardisasi Pendidikan Daerah) with CIPP model. This research uses a descriptive qualitative approach and employs interview, questionnaires and content analysis in data collection. The findings show that there are strengths and shortcomings in the context, input, process and product of the program. In the context, the program has met needs of the students and been part of curriculum development. In the input, the materials have reflected the blueprint of the assessment although the source, author, and time of writing or publishing in the texts should be inserted. In the process, some students were still confused in word derivation, grammar and connectors for micro skills and identifying main idea, literal and implied meaning for macro skills, still needed to practice skimming to get main idea and scanning to know inferred sentences. In the product, the students’ achievement was still low in average but higher than almost schools in the regency. It is concluded that CIPP model is a thorough approach to assess the program from the planning to the result.
Co-Authors Allan Suarman Didik Rinan Sumekto Wahyu Nanda Sari