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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 2 (2017): Teaching and Learning English in Multicultural Contexts" : 6 Documents clear
DEVELOPING PLAY AS PEDAGOGY IN LOWER PRIMARY CLASSROOM Lee Jun Chien
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (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.v1i2.394

Abstract

In recent years, there is extensive evidence on learning through play, however, there has been less evidence in teaching through play. This paper will begin by examining play elements in the Strategies for English Language Learning and Reading (STELLAR) Programme in Singapore. It will then proceed to discuss on developing a pedagogy of play for lower primary classroom. To link play and pedagogy, understanding on the unique purposes and nature of play in education settings as well as the role of adults in planning and involving in various activities are essential. This paper will address three themes: the influence of STELLAR curriculum in Singapore, critical issues on play in theory and in practice, and future directions in research. STELLAR, as one of the initiatives imparting primary school does influence not only pedagogical and classroom practices, but also the universal concern for examinations. Teachers, on the other hand, having role on providing good quality play, enable students to explore, adventure and engage in fun-filled activities must also try to adapt with the intention to mesh with MOE policies. Hence, it is important to support and equip teachers and with designated and professional knowledge and expertise in play as pedagogy.
STORY-BASED READING: AN EXPLORATIVE CASE STUDY OF STUDENTS’ ORAL RESPONDING IN THE EFL CLASSROOM Junjun Muhamad Ramdani; Melisa Sri; Tiffany Dewi; Resna Suci Faradilah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (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.v1i2.399

Abstract

This study discusses how students’ story and story-based reading can stimulate their oral responding to students of non-English Department. Exchanging life experience was used as a task that stimulated the students to share ideas based on the story they read. This activity was intended to encourage them to speak and explore their management skill. The action done would affect their oral responding, specifically fluency. Employing qualitative method, this study involves eleven out of forty first-year students of non-English Department at Siliwangi University. The authors illustrate how the activities were employed in the class and the students’ impressions taken from written responses. This study is a reflection developing teachers’ innovation and creativity in the EFL Context
SEEING THE USE OF FIRST LANGUAGE THROUGH THE EYES OF TEACHER AND STUDENTS Erwin Rahayu Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (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.v1i2.400

Abstract

The use of first language in EFL classroom has long been the subject of much controversy and academic debate in both Second Language Acquisition research literature and educational teaching concerns. Teachers and students have their own reasons and justifications about the use of L1 in the classroom. To that point, this study tries to figure out the reasons of using L1 in EFL classroom from the viewpoint of a teacher and class of students of the study. To gain more insight, this study also captures the students’ perspective of their teacher’s L1 use. The collected data from observation, interview and questionnaire were analyzed using thematic analysis in relation to the concerns of this study. The findings demonstrate the variations of the reasons of using L1 from the two sides perspective and the attitude toward the teachers use of L1 from student viewpoint which both of them could inform the teachers, educators and other researchers about what and how should be conducted next. 
THE REFLECTION OF PRONUNCIATION TEACHING MATERIALS: AN OLD PARADIGM IN A NEW ERA Agis Andriani; Fuad Abdullah; Yuyus Saputra
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (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.v1i2.391

Abstract

Ideally, pronunciation teaching materials should be developed based on the equal proportion of segmental and suprasegmental features and the employment of innovative pronunciation learning task types (e.g. awareness-raising tasks, rhyme and verse, ear training, etc.) (Goodwin, 2013). Unfortunately, such a reasonable breakthrough apparently has not responded by the effective use of pronunciation teaching materials. For these reasons, this study was aimed at exploring the pronunciation teaching materials in Pronunciation Practice module and course syllabus at a university in Tasikmalaya, Indonesia. The data were analyzed with Tergujeff’s data-driven classification (2010), namely phonetic training, reading aloud, listen and repeat, rhyme and verse, rules and instructions, awareness-raising activities, spelling and dictation and ear training. The findings revealed that the existing pronunciation teaching materials only accentuated on fostering the students’ segmental features. Besides, the traditional task types still dominated the tasks in such a module, such as phonetic training, reading aloud, listen and repeat and rules and instructions. This confirms that the creative and dynamic use of current pronunciation teaching materials enable the students not only to undergo accuracy-oriented exercises but also fluency-based activities.
THE ROLE OF KNOWLEDGE BUILDING DISCOURSE TO ENHANCE STUDENTS’ CURIOSITY IN INQUIRY BASED CLASSROOM Martina Mulyani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (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.v1i2.397

Abstract

Curiosity has been identified as driving force in doing an inquiry and one most important spur to educational attainment. As 2013 curriculum emphasizes the implementation of Inquiry Based Learning, teachers as curriculum executors should stimulate their students’ curiosity. The study is aimed to investigate if Knowledge Building Discourse (KBD) is able to develop students’ curiosity. The study was conducted in one private university in Cimahi. 25 junior students participated in this research. The study can be included into Second/Foreign Language Classroom Research. Classroom Research was employed to reveal the strength of KBD by identifying the students’ and teacher’s interaction in the classroom discourse. The study utilized rank scale to analyze spoken discourse from Sinclair and Coulthard (1992). In addition, the questionnaires were used to highlight the students’ opinion towards KB. The result of the study shows that through KBD, the students are able to search and share information to the class rather than provide information to the class for the sake of answering the teacher’s elicitation. It means, the implementation of KBD in classroom can enhance students’ curiosity as KBD can produce discourse that allows students’ inquiry to take place. Eventually, KB can be applied in 2013 curriculum which highlights Inquiry Based Learning in its teaching learning process. 
IMPLEMENTING VOCABULARY SELF-COLLECTION STRATEGY IN THE EFL COLLEGE CLASSROOM IN ENGAGING STUDENTS’ COMMUNICATIVE CLASSROOM Elih Sutisna Yanto
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (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.v1i2.402

Abstract

The application of vocabulary self-collection strategy (VSS) to EFL classroom has been  well-published, but little is known about how this strategy is applied to tertiary grades education context. To fill this gap, this small-scale research reports the findings of the implementation of vocabulary Self-Collection-Strategy (VSS) in growing and developing tertiary students’ vocabulary in terms of second language research terminologies.Vocabulary self-collection strategy is an interactive-learning instructional strategy that promotes word consciousness, as students are actively involved in identifying important words from their reading through video to share with partners of their class so that communicative classroom is engaging. Qualitative data show that this strategy encouraged independent learning of the students in understanding research terminologies and their responses toward this strategy are positive. Students engaged in their own learning, discover how to recognize unfamiliar or interesting words from their readings, develop their vocabularies, and become word conscious. In addition, Vocabulary Self-Collection Strategy can be a catalys for engaging students in post listening tasks such as write a brief summary of the text from the video; explain to students’ partner in students’ own words that text was about

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