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 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts" : 6 Documents clear
PORTRAYING EFL STUDENTS’ LEARNING STYLES IN UTILIZING MOBILE –ASSISTED LANGUAGE LEARNING: HOW TO BE A GOOD LANGUAGE LEARNER? Vina Fauziah Fitriani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1796

Abstract

The advancement of new digital environments and mobile technologies has significantly led to the creation of new theories and models of language education to address the needs and opportunities of the 21st century. Mobile-Assisted Language learning (MALL) is emerged as one of the technological education in promoting ubiquitous learning among students. Since the uniqueness of individuals in processing knowledge, it is necessary to recognize the effectiveness of MALL usage in facilitating diversity of students’ learning preferences. Grounded in VARK framework of learning styles questionnaires and technological acceptance model (TAM), this study aimed to portray EFL students’ learning styles in using MALL to promote learning autonomy as well as the effectiveness of MALL as a platform to learn English. Semi-structured interview of selected participants was conducted in order to gain the data needed afterward. In analysing the data, descriptive statistics and content analysis were employed. This study found that most of the students perceived MALL as beneficial to enrich their learning styles and make them easier in learning language. Furthermore, to be a good language learner, orchestrating learning styles as well as applying metacognitive strategy in utilizing MALL is suggested. However, in integrating mobile devices in the classroom, the teacher should aware with students who are unfamiliar with autonomous learning practice, dependence and less-motivated. Thus, future research is expected to investigate teacher’s strategy in integrating MALL to promote language learning autonomy. Keywords: Language learning styles, MALL, EFL, good language learner, tertiary education
STUDENTS' PERCEPTION ON THE USE OF ROLE PLAY BY TUTOR IN CLASSROOM Ruslan, Ruslan
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1797

Abstract

The use of learning methods that are in accordance with the conditions of students is a must for teachers in order to maximize the results of the learning process. One method that can be used is role play. This study aims to determine student perceptions of learning activities followed by students who use the role play method by the teacher during the learning process in the classroom. Data is collected by using interviews with students who have carried out role play activities. Data were analyzed using thematic analysis techniques (Braun Clarke, 2006). The results show that use of role play can: (1) increase students' confidence to communicate with others, (2) increase students' ability to build language competence, (3) increase students' motivation, (4) help students eager to learn (5) motivate students to be active in learning process. Thus, students' perceptions of learning using role play show positive student perceptions.
STUDENTS’ FEEDBACK AS A TOOL FOR REFLECTION: A NARRATIVE INQUIRY OF AN INDONESIAN PRE-SERVICE TEACHER Tresna Widya; Asri Siti Fatimah; Santiana Santiana
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1775

Abstract

As one of the reflection tools for pre-service teachers, the students’ feedback becomes the basis for improving and developing their teaching skills. This reflection is really valuable so that they can use to evaluate the way they behave in their EFL classroom and to gather information from the students about their perceptions of teacher practice. In this study, the contribution of students’ feedback to the teaching performance of a pre-service teacher when doing teaching practicum was investigated. Using narrative inquiry design, this study focused on examining the experience of one of pre-service teachers during three months teaching practicum. Data were obtained from the diary written by the participant after teaching and getting feedback from six students in one of vocational schools in Tasikmalaya.  Furthermore, the data were analyzed using narrative analysis (Ozyildirim, 2006) in order to find the use and contributions of this reflection tool for her teaching performance. The findings show that students' feedback becomes the valuable tool encouraging the pre-service teacher to frequently reflect and evaluate what she did in the classroom. It helps her to see the progress of her teaching performance from the students’ point of view and also figure out her strengths and weaknesses in teaching. Therefore, she can usually create better teaching performance and provide effective interaction and techniques in the classroom.
SOCIAL ACTORS IN AN INDONESIAN EFL CLASSROOM: A CRITICAL STUDY OF CLASSROOM INTERACTION Nurul Hudadatun
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1813

Abstract

Wenden (2005) explained that representation social actor show how actor (people, or group) are represented in the discourse. In the previous studies there were several context about representation social actor, such as culture by lawless (2004) politic by Amer (2017), and lectures of people by Dashiti (2017). In this present study discussed about representation social actors in education context that focused on teachers as social actors by using content analysis as the design of the study and categorizations from van leuween (1996). Socio-semantic inventory also used to reveal the identities. Thus, the aim of this study is revealing the identities of two teacher during teaching English text in senior high school in Tasikmalaya. The finding showed that teacher identities that appear as in following: active teacher, powerful teacher, democratic teacher, facilitative teacher, and polite teacher. Thus, 5 identities found represented teacher identities in teaching English text in the classroom.
DIGITAL LEARNING USING BLENDED POE2WE MODEL IN ENGLISH LESSON FOR FACING 21ST CENTURY CHALLENGES Sulastri Herdiani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1762

Abstract

This study aims to (1) describe the steps of Blended POE2WE model in English lesson; (2) test the effectiveness of the Blended POE2WE model in English lesson, and (3)describe the attitudes and activities of teachers and students when implementing the Blended POE2WE model in English lesson at one of the senior high schools in Ciamis, Indonesia. The method used in this research is mixed method. Data collection techniques used in this study are questionnaire, observation and documentation. Likert scale is used to measure attitudes, opinions, and perceptions of teachers and students. To measure the effectiveness of the POE2WE blended model in English lesson, a t-test was used using SPSS software with the provision that t count t table. The results show that the steps of learning using Blended POE2WE models were in accordance with 21st century competence (4C). The t-test on the final test between the model and control groups in each class is as follows: (1) t-test on the final test of class X Social 2 with the X Social 5 is t = 13.189; (2) t-test on the final test of class X Social 3 with the X Social 5 is t = 14.946; (3) t-test on the final test of class X Social 4 with the X Social 5 is t = 6.290. Based on the data analysis results, it can be concluded that the final ability test for students in the control class has a significant difference (t tabel 1.66) so that this model is effective to use for improving student achievement in English lesson. Meanwhile, the students’ attitudes towards the implementation of the POE2WE blended model showed improvement, by which students' attitudes towards the learning process is 60.18%, towards the teaching materials is 54.63% and towards the English teachers is 71.29%.
TEACHING PRACTICUM OF PRE-SERVICE TEACHERS IN EFL CLASSROOMS: QUESTIONING TYPES AND PURPOSES Milma Vinca Cantikka Hidayat; Siti Nurjanah; Elis Homsini Maolida
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1781

Abstract

In order to potentially support the students to master the language, the teachers can give questions to stimulate them. This study explores types of questions used by three pre-service teachers and their frequency as well as the teachers’ purposes by looking at the contexts in which they used the questions. Theory of Cotton (1988) was used to analyse the data which categorized questions into three major types namely yes/no questions, open closed question, and display referential question. Employing descriptive qualitative approach, the data were taken from video transcriptions that were analysed and categorized into their question category. The participants were three pre-service teachers who practiced in three different senior high schools. The result showed that the total of 128 data consists of 14 opened referential questions, 81 questions belonged to closed display questions, and 33 data belonged to yes/no questions. Therefore, it can be concluded that the most frequently used type of question is closed display questions. From the result of observation focusing on the contexts and situations when the teachers gave the questions, it was revealed that the purposes of the open and referential questions were more to stimulate students in stating information and pursuing knowledge on their own and ask students’ opinion, reason, or judgement. Whereas, the purposes of closed and display questions were likely to make the students focused and to check students’ knowledge and understanding. Lastly, the yes/no questions’ purposes were making the students focus and attracting students’ activeness.

Page 1 of 1 | Total Record : 6

 1 

Filter by Year

2020 2020


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