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All Journal Jurnal Penelitian Humaniora Journal of English and Education Journal of ELT Research JURNAL PENDIDIKAN TAMBUSAI JET (Journal of English Teaching) Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika JIIP (Jurnal Ilmiah Ilmu Pendidikan) Journal of Holistic and Health Sciences (Jurnal Ilmu Holistik dan Kesehatan) Jurnal Ilmiah Wahana Pendidikan Journal of Educational Sciences Riwayat: Educational Journal of History and Humanities INTERACTION: Jurnal Pendidikan Bahasa
Elih Sutisna Yanto, Elih Sutisna
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Religion Arts Humanities Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Journal : Journal of ELT Research

 1 
The Implementation of Corpus-aided Discovery Learning in English Grammar Pedagogy Yanto, Elih Sutisna; Nugraha, Sidik Indra
Journal of ELT Research 2017: Journal of ELT Research, Vol. 2, Issue 2
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (923.963 KB) | DOI: 10.22236/JER_Vol2Issue2pp66-83

Abstract

The present study presents the instructional procedures of the implementation of corpus-aided discovery learning and the extent to which corpus-aided discovery learning can create motivating and successful English grammar learning environment for EFL (English as a Foreign Language) students. Corpora promotes inductive learning in terms of that students not only acquire grammar by language data, observation and self-discovery of rules, but also find it entertaining and exciting to make grammar rule generalization on their own (Cheng, 2011; Hunston,2002). Drawing on data of a questionnaire and an interview, the students recounted that incorporating corpus-informed data into grammar learning was very satisfying and useful, and students can be sure that the language they are practicing is up-to-date, used in everyday situations. It is not artificial or invented language but consists of the most widely used grammar (McCarthy, 2004). In addition, language corpora helped students to learn about certain language uses that were not available in any of the traditional tools. Another finding shows that students understood how certain language forms were used by native speakers of English, and students revealed more positive attitude toward corpus in learning English grammar. The findings imply that corpus-informed data can be a means of encouraging autonomous learning, illustrating real uses of abstract rules, presenting authentic daily grammar, and promoting exploratory inductive learning. However, some students, especially inexperienced students, found learning grammar through corpus-informed data was difficult or boring.
EFL Teachers' Belief, Knowledge and Practices in Using Dictionaries Yanto, Elih Sutisna
Journal of ELT Research 2016: Journal of ELT Research, Vol. 1, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (149.791 KB)

Abstract

This paper reports the survey results of 20 EFL teachers regarding their beliefs, knowledge and practices in using dictionaries in their classes at English education programme of a state university in Karawang - West Java, Indonesia. The questionnaire consists of four parts. The first part investigates the profile of the participants as dictionary users. The second part reports the results of teachers’ knowledge with regard to dictionary use through the lexicographic survey. The third part presents the results of EFL teachers’ general preconception about dictionaries. The fourth part presents teachers’ belief in the value of dictionaries for students. Finally, this paper suggests teachers how to utilize dictionaries in the classroom activities. Though the teacher participants are somewhat small, certain tendencies emerge as they show familiarity with dictionaries as an indivisible part of English language learning kit; they also agree that students need to be taught how to use dictionaries.
Co-Authors 'Aini, Wafda Agustin, Helmania Herawati Ahmad, Yousef Bani Anggraini, Adinda Keisha Ariyanti, Evy Lestari Asmara, Nurmaylia Safira Aulia, Alsya Ayu, Ayu Bilqies, Zalzabila Lusyana Fauziah Dian Pertiwi, Dinda Hasri Farhan Farhan Fatihah, Ila Nur Kholis Fauzi Miftakh Fitriyana, Wahyudin Hamidah, Nindi Maulia Handayani, Reti Puji Hikmah Pravitasari Hilmansyah Saefullah Indra Budiman Ipada, Bernika Indriani Iwan Ridwan Jayawarsa, A.A. Ketut Kamil, Acep Bahrum Kania, Destis Khoerunnisa, Fyna Farhan Kusrin, Kusrin Luthfiah, Desty Rahmasari Mansyur Srisudarso Melia, Sindi Oktavani, Sheila Pertiwi, Aulia Putri Praditya Putri Utami prakoso, kurniawan aji Puspita, Sri Rainsyah, Raihana Marsha Sidik Indra Nugraha, Sidik Indra Suci, Trie Clara Susi Andriani, Susi Totoh Tauhidin Abas Turnip, Cicilia Widianto, Diaz Ananda