cover
Article Per Year (5 Year)
All
Home Page
OAI Link
Editorial Team
Contact
Reviewer
Google Scholar
Contact Name
Dea Silvani
Contact Email
dea.silvani@unsil.ac.id
Phone
-
Journal Mail Official
tlemc@unsil.ac.id
Editorial Address
-
Location
Kota tasikmalaya,
Jawa barat
INDONESIA
TLEMC (Teaching and Learning English in Multicultural Contexts)
Published by Universitas Siliwangi
ISSN : -     EISSN : 25416383     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
This is The International Journal publishing in June and December every year. The journal of Teaching & Learning English in Multicultural Contexts (TLEMC) is a freely accessible, full text, peer-reviewed journal allowing for the dissemination of ELT in varying contexts (such as families, classrooms, schools, colleges, universities, communities, countries etc).
Arjuna Subject : -
Articles 6 Documents
 1 
Search results for , issue "Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts" : 6 Documents clear
DIALOGIC READING AS A POTENTIAL ACTIVITY TO FACILITATE THE LEARNING OF LISTENING AND SPEAKING SKILLS Maria Teodora Ping
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.398

Abstract

This paper will address the potentials of implementing a modified version of a particular shared book reading activity called ‘Dialogic Reading’ as an alternative activity to facilitate the learning of listening and speaking skills of EFL learners. Dialogic reading itself is defined as a form of shared book reading activity in the form of a dialogue between the readers (usually between or among adults and children, both in a one-on-one or a small group reading setting). To date, the existing studies have indicated that Dialogic Reading is an effective activity for young learners to learn basic reading skills, vocabulary, oral language and narrative skills (Whitehurst, 1992; Zevenbergen Whitehurst, 2002; Ping, 2014; Ping Syamdianita, 2015). However, considering the highly interactive, input-rich, multimodal learning environment that Dialogic Reading brings, this activity can also possibly be adapted and modified to facilitate the learning of listening and speaking skills for learners of different age groups and levels. Therefore, in this talk, I will discuss firstly the conceptual framework and then report the recent empirical study on the implementation of Dialogic Reading to improve young adult EFL learners’ receptive and productive skills I have been conducting starting early this year.
PERSPECTIVE ON ICT IN TEACHING AND LEARNING LISTENING & SPEAKING IN THE 21ST CENTURY: BEYOND CLASSROOM WALL Gumawang Jati
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.395

Abstract

Rapid evolution of communication technologies has changed language pedagogy and language use, enabling new ways of learning, new forms of authorship, and new ways to teach beyond cognitive, classroom wall and curriculum. The first section of this paper identifies and discusses 3 major issues related to ICT: behaviorism, cognitive approach, and integrative ICT. Computer software and Apps for teaching and learning speaking listening are discussed in term of their effectiveness. The second section discusses the development of ICT (Internet Communication Technology) in the 21st century and its common practice done by English teachers, especially in teaching listening and speaking. The third section discusses the implication for teaching and learning and what teachers and students can do beyond the classroom wall
TEACHING LISTENING OR TESTING LISTENING? Kiren Kaur
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.396

Abstract

Listening is an important skill for communication and for learning yet it is a literacy area that is least taught in the Singapore classrooms. In order to prepare young learners for the demands of learning and communication, ways to teach listening, and not just test it, should be found. This paper focuses on a small scale study from an elementary school in Singapore where learners reported on their strategy use in diaries after listening to various types of English texts. The paper will report on strategy use by examining young learners’ responses. The paper will then discuss implications in terms of teaching listening to young learners of different proficiencies and explore how we can help prepare them for the demands of the real world in which a mastery of English and effective communication skills are perceived to be important assets.
INNOVATION AND CREATIVITY IN TEACHING SPEAKING Alistair Wood
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.401

Abstract

The paper will examine the related ideas of innovation and creativity as applied to the teaching of speaking.  It will describe how the teaching of speaking can move beyond standard ways of presenting and practicing the skill, whether at secondary or tertiary level.   Creativity as presented means both on the part of the teacher and the part of students, since it demands that both teacher and students step out of their traditional roles and rethink what it means to speak in the classroom.  Different types of speaking will be looked at, from conversation to oral presentations, as well as various ways of integrating teaching and the other language skills.  Speaking will be related to more general ideas of problem solving and project work and other ways of harnessing creative ideas, as well as innovative ways of bringing in use of computers and online media to help in making speaking meaningful
DO GOOD WRITERS SPEAK BETTER? INVESTIGATION OF INDONESIAN EFL STUDENTS’ SPEAKING ABILITY AND WRITING PROFICIENCY ACROSS COMPETENCE LEVELS Bambang Yudi Cahyono
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.392

Abstract

This study examined the correlations between Indonesian EFL students’ speaking ability and their writing proficiency at two levels: individually and across competence levels. It involved 74 undergraduate students majoring in English Language Teaching (ELT). They were taking Essay Writing course in the English Department of Universitas Negeri Malang (State University of Malang), East Java. The students were taught to write essays of five types: examplification, comparison/contrast, classification, process analysis, and cause/effect analysis. However, in this study the students’ writing proficiency was measured from the scores of their cause/effect analysis essays in particular. In the teaching and learning process, the students were made aware that they had to complete two tasks: writing a cause/ effect analysis essay on ELT topics and presenting their essays orally by using power point slides in front of the class. The students’ essays and their presentation performances were rated by two raters after some practices to reach agreement in scoring. The results showed that there were positive correlations between Indonesian EFL students’ speaking ability and their writing proficiency both individually or across competence levels. The findings suggest that the higher the students’ writing proficiency scores, the higher their speaking ability scores; and the students’ scores in speaking ability and writing proficiency were consistent across competence levels, meaning that the students who are at the top level remain to be at the top in the two productive skills.
NARROW LISTENING: A SUBSET OF EXTENSIVE LISTENING Anna C-S Chang
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v1i1.393

Abstract

Though narrow listening is not a new approach in developing listening competence, the effectiveness of narrow listening has hardly been reported in the research literature. Narrow listening refers to learners doing a large quantity of listening practice but focusing on the same theme or the same author’s work systematically and consistently for a period of time. When they are familiar with one theme or one author’s work, they move on to the next one. Narrow listening can be seen as another subset of extensive listening because both require learners to receive a massive amount of aural input. In this talk, I will discuss the advantages of using narrow listening in teaching L2 and how to choose materials for implementing narrow listening in an L2 listening course

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2017 2017


Reset
Filter By Issues
All Issue Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 7, No 2 (2023): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 7, No 1 (2023): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 2 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts More Issue