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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 5 Documents
 1 
Search results for , issue "Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts" : 5 Documents clear
RECALLING STUDENT TEACHER’S BELIEFS ON ENGLISH LANGUAGE TEACHING: EVIDENCE FROM A PRE-SERVICE TEACHING PROGRAM IN INDONESIA Della Putri Kandilla; Febi Pebriyani; Sinta Sri Meliana; Arbiansah Arbiansah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.896

Abstract

Pedagogical decisions and teaching practice are influenced by student teachers’ belief. Personal predispositions of student teachers’ beliefs on teaching practice are strongly affected by their experiences, or course content they have been taken. In developing their beliefs, values, and practice of teaching, student teachers adopt theories about good teaching practice by interpreting these experiences in teaching or taking courses. The numbers of studies have been conducted about student teachers’ belief on teaching practice from their experiences in teaching-learning, but less attention put on student teachers’ belief in interpreting their pedagogical knowledge from theories to practices. Thus, to fill the gap, the writers conduct a case study regarding to a student teacher’s belief after she had received pedagogical courses and finished preservice teaching program. Using a thematic analysis from a semi structured interview and reflective journal from a student teacher in English Education Department in Tasikmalaya, the researchers examined the student teacher’s belief based on her experiences in pre-service teaching program. The overall contribution of this study is to evaluate student teachers’ teaching belief with the principle of teaching given in the class, since teaching belief is significant to personal development of pre-service teachers.
FACEBOOK AS A MEDIATION OF PEER ASSESSMENT: EXPLORING CHALLENGES AND BENEFITS IN AN EFL SPEAKING CLASSROOM SETTING Nita Puspitasari; Metty Agustine Primary
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.897

Abstract

The purpose of this study was to address students’ perceptions about integrating Facebook as the mediation of peer assessment in EFL Speaking Classroom. The participants of this study consist of four students in the fourth semester pursuing English Education major in an Indonesian university. The data was collected by semi-structured interview and then the data were analyzed qualitatively, and interpretively by using thematic analysis. The result indicates four emerging themes about the students’ perception on using FB as the mediation of peer assessment; challenges encountered by the students during FB-mediated peer assessment, the importance of being an autonomous learner, FB as a platform to build speaking learning motivation, and FB as a platform to build speaking learning confidence. This study provided language instructors with insights into the adoption of Facebook in an EFL context and supported them with better design tasks on FB.
INVESTIGATING PRE-SERVICE TEACHERS’ SELF-AWARENESS OF PROFESSIONAL DEVELOPMENT Zehan A. Ainussamsi; Bilal Mohnawawi; Firda Fauziyah; Imelia N. Nafisah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.899

Abstract

Psychologically, self-awareness has been stated as one of the indicators of emotional intelligence. Plenty of previous studies have already discussed students’ and teachers' awareness. However, many of them were not concerning the field of professional development, especially for the pre-service language teacher. A professional development itself is an aspect that could not be neglected since professionalism is necessary to reach a good teaching-learning quality. Therefore, the present study seeks to investigate the existence of self-awareness among the non-native pre-service language teachers toward their professional development. The data obtained from an open-ended interview is processed qualitatively and analyzed thematically.  Within this regard, self-awareness of their professional development would be examined, analyzed and described. Furthermore, the requirements and suggestions for the professional development in which how non-native pre-service language teacher education program in an EFL context might have to be discussed. The result of the study would be discussed further in this paper.
EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ FOREIGN LANGUAGE CLASSROOM ANXIETY Lukman Abdul Jabar; Arini Nurul Hidayati; Yusup Supriyono
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.900

Abstract

Students’ foreign language classroom anxiety (FLCA), in the last four decades, has been discussed by many researchers regarding to its impact toward students’ learning and achievement. Since “anxiety prevents some people from performing successfully in foreign language learning” (Horwitz et al. (1986 p.125), it is necessary to explore in order to gain success. This present research implements survey study which was conducted among 194 junior high school students in order to find the levels of FLCA, and interview was given to 11 students who are classified as students with High Level of Anxiety in order to explore the factors contributing students’ FLCA. Findings show that there are 63 (32%) students classified in Low Level of Anxiety, 120 (62%) Moderate Level of Anxiety and 11 (6%) High Level of Anxiety, and there are two major factors contributing FLCA which relate to cognitive anxiety and psychological anxiety.
A COMPARATIVE CASE STUDY OF POSTER PRESENTATION AND CLASSROOM PRESENTATION Farida Ashriyani; Melisa Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.901

Abstract

In second language learning, requiring students to perform their speaking skill can be done through presentation assignments such as classroom presentation and poster presentation. This research reports a comparative case study between poster presentation and classroom presentation focuses on the interaction between the presenters and the audiences, in relationto constructivism theory. The data obtained in this research were videotaped and transcribed. Ethnographic microanalysis, selective verbatim transcript, conversational analysis, and Seating Chart Observation Record were used to analyze the data. The result showed that more interactions between the presenters and the audiences took place in classroom presentation rather than in poster presentation. Moreover,several issues also appeared during the interaction in presentation tasks, including the use of L1 in presentation activities and some corrections to the mistyped and mispronounced words.

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