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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 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)" : 6 Documents clear
Sentence Errors in Descriptive Text: A Study on How Students Understand English Sentence Patterns Juliansyah Juliansyah; Yessy Harun
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.3148

Abstract

This research is addressed to discover the mistakes carried out by the students in writing simple sentences and complex sentences of descriptive text in the form of description paragraph. The research participants are undergraduate students of the first semester. The research objective is identifying kinds of sentence errors in simple sentences and complex sentences conducted by the students in writing a descriptive paragraph. The research data were obtained from the results of the questionnaires. The data tells that, firstly,  96% of total students did not come from a language major when they were in high school y are  and tests given; secondly, 63% of students learn English in one week more than once (generally 2x80 minutes), and thirdly, only 29% of students admit to having studied very ‘complex’ sentences.  Furthermore, the study identifies three types of students’ mistakes related to writing simple sentences. Those mistakes are: 1) mistakes in using the verb form from the review of the English structure and of conformity to the subject of the sentence, 2) the use of types of words in the subject and or subject complement, and 3) the incompleteness of elements in simple sentences (no subject, or verbs, and or subject complement). In relation to the ability of writing complex sentences, there were four types of common mistakes related to complex sentences. They are: 1) mistakes in placing complementary clauses according to the type of clause, 2) incomplete sentence elements, both in the main clause and in complementary clauses, 3) mistakes in using types of words in certain parts, both in the main and complementary clauses, and 4) mistakes in using conjunctions. Based on the research results, the researcher concludes that the ability to write complex sentences should be of greater concern both students and lecturers for better writing ability. 
Motivating Students to Learn English Speaking through Collaborative Activities Asmi Rusmanayanti; Sirajuddin Kamal; Elsa Rosalina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2059

Abstract

Motivation plays an indispensable role in the students' English language learning. As a result, teachers are expected to be able to employ miscellaneous teaching activities to enhance the students' motivation. One of them is collaborative teaching activities. In particular, collaborative teaching activities should not only engage students to learn enthusiastically but also help teachers organize and prepare their teaching practices flexibly. The present study accentuated to delineate students’ motivation on the implementation of collaborative teaching activities during learning English speaking. The participants were ten students of a university in Banjarmasin, Indonesia. The data were gathered through administering an open-ended questionnaire and analyzed with Thematic Analysis (TA) (Braun Clarke, 2006). The findings reported that students were motivated to learn English speaking through collaborative activities.
Teacher's Perception of Students' Silence in EFL Classroom Context: A Case Study Della Putri Kandilla; Nita Sari Narulita Dewi; Ratu Sarah Pujasari
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2788

Abstract

Numerous studies have investigated the phenomenon of students’ silence in the EFL classroom context. However, they are less attention in documenting the emergence of the teacher’s perception. Therefore, the present research aimed to dig the teacher’s perception and also seek the solution or teaching strategies that can be applied for encouraging silent students in the learning. The research is a case study and the data collection is using qualitative design through a semi-structured interview which involves a female teacher who has taught for about 30 years in one secondary school in Tasikmalaya. The data is analyzed thematically and the results showed that the teacher perceived the phenomenon of students’ silence into psychological aspects, students’ low self-motivation, and low self-confidence in language learning. The present research revealed that teacher’s perception influences all of the actions that applied in the classroom. The contributions are also viewed from the present study. They are teaching strategies such as integrated game-based learning (GBL), incorporated role-play, group presentation, and built a positive teacher-student relationship, and conducted external encouragement like appreciation. Those can be practiced by the teacher, novice teacher, or student-teacher particularly in dealing with the phenomenon of students’ silence itself.
EFL Learners’ Motivation in English Camp Setting: Self-Determination Theory Perspective Bian Candra Garhani; Yusup Supriyono
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2983

Abstract

A numerous study focused on learners’ motivation using Self-determination Theory perspective in language learning has documented in ESL/EFL Context. However, there is still limited study that investigates motivation in self-determination theory where the context in language learning particularly in English camp. Hence, this study investigates the perceived motivation using Self-determination theory by EFL learners in English Camp Program. Case study used as a research design which is to investigate the phenomenon of motivation in English camp. The data were collected from four learners as the participants in English Camp Program by semi-structured interviews and analyzed qualitatively using thematic analysis. In sum up, this study discovered that English Camp able to create autonomous motivation through authentic learning, effective teaching strategy, and tutors as an agents’ roles. In the end, the contribution of this study is to facilitate educator, especially in English language learning to create high-quality motivation.
Investigating Self-Assessment as a Platform of Student-Teacher’s Reflection in EFL Teaching Practice Imelia Nurun Nafisah; Dea Silvani; Metty Agustine Primary; Dewi Rosmala
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.3319

Abstract

This reflective practice study aims to investigate how self-assessment as a platform for self-reflection functions to promote student teacher’s professional development. This study involves the researcher herself as a student teacher who completed a teaching practice in a senior high school in Indonesia. To collect the necessary data, this study uses self-assessment, which consists of nine points of self-reflection, including (1) Organization, rules, and procedures; (2) Preparing students for new learning; (3) Positive relationship; (4) Deeping Learning; (5) Presenting new learning; (6) Helping students reflect on and celebrate learning; (7) Culture of thinking and learning; (8) Applying learning; (9) Engagement and Enjoyment. Then, the collected data are analyzed by using thematic analysis. The results showed that there are two main functions of self-assessment in a student teacher’s professional development, which are (1) to improve classroom management skill, and (2) to improve teaching strategy. To sum up, reflection by using self-assessment, which consists of nine assessed points related to the student teacher’s classroom teaching practices, can facilitate reflection on many things related to the teaching and learning process, which in turn can help the student teacher to improve her professional development.
The use of Target Language in a Classroom: Focusing on an Indonesian EFL Teacher Desi Septiani; Yuyus Saputra; Fuad Abdullah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i1.2163

Abstract

The employment of Target Language (hereafter, TL) in English language teaching practices has burgeoned significantly. One of the reasons generating such an issue is the notion of providing students (non-native English students) sufficient exposures of English. Conversely, little is known about how English as the TL is deployed as a medium of instruction and communication among teachers and students, notably in the Indonesian junior high school remains under-researched. Hence, this study aimed at scrutinizing such an investigative issue. The participant was a female English teacher applying English as a medium of communication and instruction in the classroom learning practices. The data were garnered through non-participant observations and analyzed thematically (Braun Clarke, 2006). The findings outlined that utilizing the target language in pre- and post- activities and commanding the student by using the target language become an obvious picture of how the TL is used as a medium of instruction and communication among teachers and students. Pedagogically speaking, encouraging students to communicate in the TL (English) enables them to generate their willingness to communicate in the TL and language awareness of the significance of TL in the classroom learning practices.   

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