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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
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Search results for , issue "Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts" : 6 Documents clear
THE CORRELATION BETWEEN SELF-ESTEEM AND SPEAKING PERFORMANCE IN INDONESIA Mutia Satriani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1001

Abstract

This study purposes to discover the level of student’s speaking performance and to investigate the correlation between self-esteem and speaking performance in EFL context. This research is conducted due to the fact that speaking becomes a problem for many EFL senior high school students, proved by their low English speaking performance. The data are collected from 102 students consisting 51 males and 51 females. A speaking test in the form of role play and a closed-ended questionnaire adapted from a well-known self-esteem scale, an adult version of Coopersmith Self-Esteem Inventory (CSEI), are given to the students. The score is processed in SPSS Statistics 17.0 to determine the correlation between the two variables. The research findings show that the students’ English speaking performance stands on medium level and  there is a highly significant positive correlation between self-esteem and speaking performance in EFL context with the correlation coefficient obtained 0.731. It is suggested that students have to try to believe that they are competent and worthy so that they are not reluctant to speak in English language. Besides, school managements and teachers should also design school activities which can stimulate students’ self-esteem.
SCIENTIFIC APPROACH OF 2013 CURRICULUM IMPLEMENTATION: A CASE STUDY IN A RURAL AND URBAN AREA OF SOUTH SULAWESI Kartini Kartini
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1141

Abstract

This study aimed at identifying and explaining the implementation of scientific approach of 2013 curriculum and exploring the teachers’ perception on the implementation of scientific approach of 2013 curriculum. This case study used interview and observation to collect data. All data were analyzed through a qualitative approach. The participants of the study were two English secondary school teachers in rural area (School A) located in Polombangkeng District, Takalar Regency, and urban area (School B) located in Tamalate District, Makassar. The study showed that both schools have implemented the scientific approach of 2013 curriculum well and the teachers basically understand the five stages of scientific approach. However, there were still shortcomings in some aspects found on their perceptions. These aspects of scientific approach principle are not fully aligned with the characteristics of the 2013 curriculum. Based on these results, the researcher concluded that the implementation of the scientific method of 2013 curriculum in seventh grade English subjects conducted by English teachers has not been fully functional as appropriate. Therefore, the practice of applying the scientific approach of 2013 curriculum requires an improvement in these aspects in order to achieve the objectives of the implementation of the 2013 curriculum.
FOSTERING LEARNER AUTONOMY THROUGH WEB-BASED LEARNING Sri Suryatiningsih
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1002

Abstract

One of the requirements for nowadays adult learning is to be learner autonomy. Learner autonomy is the ability to take charge of one’s own learning. Learner autonomy can be nurtured through web-based learning. Web-based learning is a platform that can be used for individual learning needs anytime anywhere they want, in accordance, the learner is often learning without interaction with other people directly. There are some problems in implementing web-based learning in Indonesia. Students felt dissatisfied with the current system and the lack of teacher’s feedback and scaffolding. This study tried to investigate what is the learner’s perception of improving learner autonomy using web-based learning. This study is a case study. The instrument used are questionnaire and interview. This study uses analytical analysis. There are some drawbacks that demotivate the students such as the poor variety of media, the lack of teacher’s scaffolding and confirmation. Web-based learning is able to help students in sending their homework, participate in online discussion, increase their critical thinking, get immediate feedback and share ideas. For recommendation, SPOT UPI needs to be developed well to promote learner autonomy.
PROFILING LEARNING ACTIVITIES IN EXTENSIVE READING COURSE: A CASE OF INDONESIAN UNIVERSITY LEARNERS Rufaidah Al Anshoriah; Soni Tantan Tandiana; Fuad Abdullah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1066

Abstract

Extensive Reading (hereafter, ER) has been discussed and deployed as a prevalent approach to enhance EFL/ESL learners’ reading skills in language classroom for several decades. However, insufficient attention has been devoted to the students’ learning activities in Extensive Reading course, notably in Indonesia. For this reason, this study accentuated on profiling the learning activities in Extensive Reading course in such a country. The data were collected through semi-structured interview and analysed with thematic analysis (Braun Clarke, 2006). The findings designated that the students performed two main learning activities in Extensive Reading course, namely inside and outside classroom activities. Viewed from inside classroom activities, they conducted classroom presentations to develop not only reading skills but also speaking skills, self-confidence and self-responsibilities. On the other hand, they selected and read literary works based on their interests and abilities, completed reading logs, created powerpoint slides, made a written reports, produced a poster for presentations and posted their works on their own blogs. Given these facts, ER learning activities enable the EFL/ESL learners to foster and sustain their reading strategies and become more strategic readers.
IS THIS TEXTBOOK TASK-BASED?: A TASK APPROACH TO THE PEDAGOGICAL ANALYSIS OF THE PRESCRIBED INDONESIAN ELT TEXTBOOK Arif Rahmat; Rachel Joanna Hosea; Sri Yani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1073

Abstract

In recent decades, the issues on Task-Based Language Teaching (TBLT) have been widely investigated across the globe (e.g., Japan, Greece, and Indonesia). TBLT facilitates learners to improve their communicative competence in a natural setting. Although TBLT is not a new issue in ELT, there remains empirical evidence how it is represented in an ELT textbook in Indonesia, in particular. To fill this gap, informed by TBLT framework (Nunan, 2004), the present study addresses to examine how speaking tasks are prescribed in an Indonesian Senior High School ELT textbook. The result of this study shows that although the textbook portrayed a TBLT, there should be a revisit in the tasks, because it is important to make the designed task connected to the real world.Therefore, this study implies for English teachers as curriculum remakers in relation to design and re-appropriate English materials from an ELT textbook by considering the proper task to implement in their English classrooms.
"MY FEELINGS": UNDERGRADUATE STUDENTS' EMOTIONAL RESPONSES TOWARDS SUPERVISORS' WRITTEN CORRECTIVE FEEDBACK IN THEIR THESIS WRITING Iis Trisdayanti; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1125

Abstract

This case study aims to discover the undergraduate students' emotional response towards supervisors' Written Corrective Feedback (WCF) in their thesis and examine its impacts on their thesis writing process. This research was conducted at one university in Tasikmalaya, West Java, Indonesia by involving three undergraduate students as the participants. Semi-structured interview was used to collect data then it was analyzed using thematic analysis from Braun Clarke (2006). The results revealed that the emotional responses felt by students included positive emotional responses consisting of acceptance of feedback, satisfaction, and feeling of happiness; and negative emotional responses consisting of rejection of feedback, dissatisfaction, distraction, frustration, disappointment, and sadness. Meanwhile, its impacts on their thesis writing process were improving undergraduate students' consciousness in writing thesis, enthusing to complete the thesis immediately, and discontinuing writing thesis for a certain period of time.

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