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TEACHING ENGLISH FOR YOUNG LEARNERS IN RURAL AREA: TEACHERS’ CHALLENGES Buyun Khulel
Lingua Vol 17 No 2 (2021): Lingua: Jurnal Pendidikan Bahasa
Publisher : Fakultas Keguruan dan Ilmu Pendidikan | Universitas Islam As-Syafi'iyah

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34005/lingua.v17i2.1558

Rural education, in comparison to its urban and suburban counterparts, is seen to face a distinct challenge. The location and implementation of an English curriculum in primary school are significant problems. As a result, the purpose of this study is to look into the difficulties that English teachers face when teaching English to young learners in rural public primary schools in Baureno, East Java. A semi-structured interview with six participants from six elementary schools in five villages (Gajah, Gunungsari, Tulungagung, Selorejo, and Blongsong) is utilized to address the question. It begins by briefly reviewing the role of English in the national primary school curriculum on the one hand, and the implementation of English programs in rural schools on the other. Throughout the research, the researcher encountered three difficulties: (i) Students’ socio-economics condition, (ii) the status of English in the school, and (iii) Covid-19 pandemic. As a result, the writer suggested that more research be done to highlight English teachers’challenges on the implementation of primary school learning. The findings of the study can be used by English teachers, stakeholders, policymakers, and institutions to develop practical strategies for teaching English in primary school.

ERROR ANALYSIS ON THE STUDENTS WRITING OF COMPLAINING LETTER AT FIFTH SEMESTER OF ENGLISH LANGUAGE TEACHING DEPARTMENT Edulitics 2015 3 OF UNISDA LAMONGAN Buyun Khulel
Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 2 (2016): December, 2016
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (460.034 KB)

ABSTRACT: This study presents the analysis of errors made by the students of fifth semester ofEnglish Language Teaching Department of UNISDA Lamongan in writing complaining letter basedon the surface structure. The researcher uses descriptive qualitative as the research design of thisstudy. In analyzing the data, the researcher follows some steps, they are: (1) coding the errors madeby the students, (2) classifying the errors the students made, (3) discussing and summarize thefindings. The researcher found that the level of grammatical accuracy in writing complaining letterwas 71%. Then, the level of grammatical inaccuracy in writing complaining letter was 29%. Thehighest level of error was omission (51 errors or 48%). The second level of error wasmisinformation (24 errors or 23%). The third level of error was addition (16 errors or 15%). The lastlevel of error was misordering (15 errors or 14%). Keywords: Error Analysis, Writing, Complaining Letter

PROMOTING PROBLEM-BASED LEARNING IN ADULT ENGLISH LANGUAGE TEACHING: WHAT, HOW, AND WHY Buyun Khulel; Armin Fani
Edulitics (Education, Literature, and Linguistics) Journal Vol 2 No 2 (2017): December, 2017
Publisher : English Language Teaching Department (Prodi Pendidikan Bahasa Inggris)

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.229 KB)

This present paper was aimed to promote problem-based learning in adult English language teaching. The change of curriculum that used scientific approach was asked the teachers to use the suitable method in teaching learning process. One of the methods can be used by teachers is problem-based learning. Problem-based learning took the problem as the core of the process. The teaching learning process shifted to be more students centered and the teachers just facilitated them. By applying problem-based learning, the teachers provided some skills needed by the students to face the 21st century competition. According to Pacific Policy Research Centre (2010), those skills are communication and collaboration, critical thinking and problem solving, and creativity and innovation

ERROR ANALYSIS ON THE STUDENTS WRITING OF COMPLAINING LETTER AT FIFTH SEMESTER OF ENGLISH LANGUAGE TEACHING DEPARTMENT Edulitics 2015 3 OF UNISDA LAMONGAN Buyun Khulel
Edulitics (Education, Literature, and Linguistics) Journal Vol 1 No 2 (2016): December, 2016
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

ABSTRACT: This study presents the analysis of errors made by the students of fifth semester ofEnglish Language Teaching Department of UNISDA Lamongan in writing complaining letter basedon the surface structure. The researcher uses descriptive qualitative as the research design of thisstudy. In analyzing the data, the researcher follows some steps, they are: (1) coding the errors madeby the students, (2) classifying the errors the students made, (3) discussing and summarize thefindings. The researcher found that the level of grammatical accuracy in writing complaining letterwas 71%. Then, the level of grammatical inaccuracy in writing complaining letter was 29%. Thehighest level of error was omission (51 errors or 48%). The second level of error wasmisinformation (24 errors or 23%). The third level of error was addition (16 errors or 15%). The lastlevel of error was misordering (15 errors or 14%). Keywords: Error Analysis, Writing, Complaining Letter

PROMOTING PROBLEM-BASED LEARNING IN ADULT ENGLISH LANGUAGE TEACHING: WHAT, HOW, AND WHY Buyun Khulel; Armin Fani
Edulitics (Education, Literature, and Linguistics) Journal Vol 2 No 2 (2017): December, 2017
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

This present paper was aimed to promote problem-based learning in adult English language teaching. The change of curriculum that used scientific approach was asked the teachers to use the suitable method in teaching learning process. One of the methods can be used by teachers is problem-based learning. Problem-based learning took the problem as the core of the process. The teaching learning process shifted to be more students centered and the teachers just facilitated them. By applying problem-based learning, the teachers provided some skills needed by the students to face the 21st century competition. According to Pacific Policy Research Centre (2010), those skills are communication and collaboration, critical thinking and problem solving, and creativity and innovation

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