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All Journal GANEC SWARA Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP
ELLI MARLIANA
STKIP Paracendekia NW Sumbawa, Indonesia
Agriculture, Biological Sciences & Forestry Humanities Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Designing a Functional Approach Daily Conversation Module for Beginner EFL Learners Aris Dwi Intan Aprianti; Iwan Jazadi; Sartika Sartika; Elli Marliana
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.16466

Abstract

Communicating effectively in daily conversations remains a challenge for many Indonesian EFL learners, particularly beginners, who often struggle with fluency, vocabulary limitations, and a lack of confidence. This study aimed to design, develop, and validate a contextual daily conversation module using the Functional Approach within the ADDIE instructional model. A needs analysis involving students, alumni, and a course coordinator revealed learners’ preference for contextual topics, scaffolded practice, and bilingual support. The design phase translated these findings into structured lesson plans and communicative tasks, while the development phase involved expert validation to refine the module. The novelty of this study lies in its integration of the Functional Approach with bilingual scaffolding, a combination rarely explored in Indonesian tertiary EFL contexts. The resulting module features functional expressions, bilingual glossaries, authentic conversational topics, and reflective activities, all validated as highly appropriate by experts. Beyond its immediate context, the module provides a scalable model for other institutions seeking to enhance students’ communicative competence through context-responsive materials.
Co-Authors ARIS DWI INTAN APRIANTI Iwan Jazadi Sartika Sartika YAYU YAYU