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All Journal Educate JEES (Journal of English Educators Society)
Achmad Farid
Universitas Pesantren Tinggi Darul 'Ulum Jombang
Aerospace Engineering Education Languange, Linguistic, Communication & Media

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COMMUNICATIVE LANGUAGE TEACHING: IMPLICATIONS FOR THE COMMUNICATIVE CLASSROOM Farid, Achmad
Educate Vol 4, No 1 (2015)
Publisher : Educate

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1068.183 KB)

Abstract

A linguistically informed teacher about views of language can either adopt structuralist or functionalist approach to successfully teach language in his/her classroom. The Communicative Language Teaching is aimed at attracting second language learners to purposeful classroom activities in which learners use and reproduce language as it is practiced in real communication beyond the classroom in meaningful situations. To achieve this, a linguistically well-informed language teacher needs to focus on his role as a facilitator, an interdependent member of the classroom, a needs analyst, a counsellor, and a group activity manager. In addition, the teacher needs to remember that in communicative classroom students negotiate (for meaning) between themselves in their own ways in the classroom communications. Therefore, a linguistically well-informed teacher needs to consider what classroom activities he needs to pick up to achieve the ultimate goal of the CLT, which is the communicative competence.
Investigating demotivation factors of esp learners during covid-19 pandemic: A mixed-method study Reza Anggriyashati Adara; Achmad Farid
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1661

Abstract

Demotivation factors of ESP students need to be analyzed so that teachers and researchers can provide better approaches to teach them, especially during trying times such as Covid-19 pandemic. Thus, the present study aims to analyze demotivation factors of a group of ESP learners during Covid-19 pandemic. In order to obtain its data, the present study applies a sequential explanatory method. A set of questionnaires were distributed to 48 respondents and semi-structured interviews were conducted to five respondents. The results show that the most salient factors which demotivate the respondents are teachers’ competence and teaching styles as well as inadequate school facilities. On the other hand, lack of intrinsic motivation is shown to be the least salient demotivation factor. The results of present study suggest that the respondents seemed to be demotivated because teaching styles and learning materials are perceived as unsuitable for their needs to improve their English skills and future careers as engineers. In addition, online learning was perceived by the respondents as less ideals to teach English despite their intrinsic motivation to learn English for their personal as well as career gains in the future. Possible solutions are also discussed in the present study. HIGHLIGHTS: Lack of intrinsic motivation is seen as the least demotivating factor. Demotivation factors among ESP learners need to be investigated because they would provide more information to improve learners’ motivation. The present study shows unsuitable teaching styles and materials can lead to students’ demotivation. Conducting needs analysis seems imperative to provide a better teaching approach as well as materials for ESP students.
Co-Authors Reza Anggriyashati Adara