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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 2 (2019): Teaching and Learning English in Multicultural Contexts" : 6 Documents clear
TEACHER’S BELIEF ABOUT DIGITAL LITERACY BASED ON THEORY OF PLANNED BEHAVIOR Hening Laksani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1269

Abstract

Digital literacy is a significant component of 21st-century learning the teachers need to possess. In the education context, however, the impact of the rapid development of digital technologies requires teachers as learning facilitators and motivators to employ digital literacy to prepare the students in digital environments. In spite of its importance, research observing teachers’ belief about digital literacy in English Language Teaching context is limited. Hence, this study aims to investigate teachers’ belief about the integration of digital literacy in English Language Teaching particularly through three aspects of teacher’s belief namely teacher’s behavioral belief, normative belief and control belief. Accordingly, a descriptive study on English in-service teachers is used in this research. In this matter, the participants were purposively selected based on the consideration that the participants could give sufficient information to answer the research questions. In order to examine the topic, five English in-service teachers considered as the participants were examined through interviews as the data collecting techniques. The findings indicated that the behavioral belief was related to the implementation of the concept of digital literacy in terms of developing students’ 21st-century skills, normative belief dealt with the expectation in social context both administrators and parents, while control belief was about the availability of particular digital technology to be implemented in the classroom. The findings of this study expected to provide an overview of the teacher’s belief which drives the integration of digital literacy in the classroom. This study provides an overview of teachers’ beliefs in integrating digital literacy which help teachers to personalize their professional development to adjust the digital era into teaching-learning instructions.
ENGLISH INSTRUCTIONAL MATERIALS FOR THE INTEGRATED ISLAMIC ELEMENTARY SCHOOL (SDIT) Melati Sri Utami; Endang Fauziati; Dewi Rochsatiningsih
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1270

Abstract

The global trend to include English program in the early years of primary education in recent years has given ascend to the need for experienced teachers who was teaching English to young learners. There are kind of instructional materials for teaching English to the young learners. However, not all of instructional materials can be used effectively and appropriately in the classroom especially in an integrated Islamic school which is adopted and combined both government curriculum and integrated Islamic curriculum. Therefore, this research aims in investigating kind of instructional materials that generally used by the English teacher and the impacts of using instructional materials toward the learning environment. Further, the researcher also described the challenges of English teachers in adopting the instructional materials at integrated Islamic elementary school. To reach the aims, a descriptive qualitative study design is conducted towards the participants: seven English teachers from different integrated Islamic elementary schools in Central Java. The research employed questionnaire and interview to obtain the deeper data. The findings of the research are expected to provide an overview for English teacher in choosing the appropriate instructional materials with any considerations since they can motivate the young learners in learning English as a foreign language especially at the integrated Islamic elementary school.
STRATEGIES OF TEACHING SPEAKING IN ENGLISH TO DESA BAHASA SRAGEN’S STUDENTS Novita Indah Purwaningsih; Agus Wijayanto; Ngadiso Ngadiso
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1271

Abstract

This research aims to find out the teachers’ strategies of teaching speaking. To reach the goal, a case study on two teachers is used in this research. The participants of this research are two teachers in Desa Bahasa Sragen. The researcher is interested to conduct the research there because it offers a program called ten days English acceleration program. It claims that the students will be able to speak English fluently after joining the program.. The researcher used and the teachers’ interview to collect the data. The finding shows that there are three strategies are used at Desa Bahasa Sragen, they are: cooperative activities, creative task and drilling. The findings of this research are expected to be beneficial for the teachers on conducting the English teaching learning process, especially in teaching speaking in formal school.
GENDER REPRESENTATION IN INDONESIAN EFL HIGH SCHOOL TEXTBOOK THROUGH CONVERSATION TEXTS Mullynanda Pontiaka
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1273

Abstract

Gender representation in schools is one such field of ELT study. Since students spend most of their time at school, gender representation could affect students’ language use and social life. Half of the influence comes from the material they learn; it is a textbook. A textbook is a crucial device to deliver language and social behavior. Asking male to start the discussion, and the female has less portion in two ways communication are the acts of gender stereotyping in language. The concern about it is an up-bringing judgment through social behavior. Otherwise, the textbook is not a single-handed influence because students' attitude in social life matters. The need for students' awareness of avoiding gender bias sets this article. Another objective is to reveal how gender role represented in conversation tasks of high school English textbook. This investigation also examines gender-neutral and gender-marked constructions used in conversation texts. The researcher undertakes a content analysis in a textbook with a qualitative research method. The researcher decides it is a content analysis research design. Afterward, the researcher concludes that gender role in conversation texts of English textbook is fairly represented and the English textbook has progressive content. As the example is the appearance number between men and women is equal. Through this research, the researcher expects that education practitioners (students; teacher) understand non-gendered/gendered-words and practice conversation without stereotyping gender role textually and socially.
INVESTIGATING COLLABORATIVE RESEARCH PROJECT IN INDONESIAN UNDERGRADUATE PROGRAM: BENEFITS AND CONCERNS Melisa Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1268

Abstract

Learning to research might become a challenge for undergraduate students since it needs navigating skills on how they look and relook the current trends in particular area globally. Although this study is not a new endeavor in ELT contexts, there remains lack of empirical evidence how it was experienced by undergraduate students in an Indonesian EFL context during a collaborative research project. In response to this, this study aims to explore how the students’ learning experiences in conducting this collaborative project (e.g., researching and reporting the research project). Framed in exploratory case study the data is collected through a survey given to 107 student teachers and in-depth semi structured interview to four student teachers in an English education department which were then thematically analyzed. Finding and implications of the study are provided further in this paper.
READING ANXIETY IN ENGLISH AS A FOREIGN LANGUAGE FOR UNDERGRADUATE STUDENTS IN INDONESIA Azizatuz Zahro Al Faruq
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (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.v3i2.1275

Abstract

Exploring students’ anxiety and its sources in a foreign language have highly paid the attention of many researchers in the field of foreign language teaching and learning, especially in English Language Teaching (ELT). On the other hand, the anxiety and its sources of foreign language learning itself affect the achievement of specific language skills such as reading which has infrequently been investigated. Some studies focused only on Foreign Language Classroom Anxiety and/or also Foreign Language Speaking Anxiety in EFL undergraduate students.  Thus, this research was intended to investigate students’ reading anxiety in English as a Foreign Language (EFL) of the undergraduate student class. There were 37 non-English program undergraduate students participated in this research. The research method was a case study. The data were collected using questionnaires that measured students’ anxiety and the sources of students’ anxiety in reading context, Foreign Language Reading Anxiety Scale designed by Saito et al. (1999) and the questionnaire developed by Ahmad et al. (2013). The research found out that most students identified anxiety in medium level. The sources of students' reading anxiety were based on the material features including unknown vocabulary and unfamiliar culture as the most sources. The personal factors found were afraid of making errors which is less than worry about reading effect. The implication is the lecturers can assist foreign language students to reduce foreign language reading anxiety by improving the students’ self-confidence to deal with the personal factor.

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