TLEMC (Teaching and Learning English in Multicultural Contexts)
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).
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<![CDATA[Indonesian EFL Students’ Experience towards Distance Learning during Covid-19 Pandemic ]]>
<![CDATA[Noni Agustina]]>;
<![CDATA[Putu Ayu Arya Windari]]>;
<![CDATA[Made Wirawan]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.3571
<![CDATA[Covid-19 pandemic has shifted face-to-face learning to distance learning since 2020. It occurs around the world including Indonesia. Generally, distance learning is new for the students but they have no choice to learn during this pandemic situation. Thus, this qualitative study aims to explore college students’ experience towards distance learning during Covid-19 pandemic. The college students taking English course at a Hindu Religion School located in Jakarta, Indonesia were administered a close and open-ended questionnaire and interviewed. The data were analyzed thematically. Findings suggested that the technology platform mostly used in the learning process was Zoom. In addition, most students did not find the obstacles to learning and only a few students had problems getting a stable internet access during learning. They also had adequate financial resources to undertake distance learning. They lacked time to study during the pandemic. Majority of them perceived that their language skills (speaking, reading, writing, listening, and vocabulary) were quite improved. They also reported that distance learning had positive and negative impacts. By comparing those impacts, they preferred distance learning to face-to-face learning in future. The recommendations for the instructors and policy makers are explicated to improve future learning better.]]>
<![CDATA[The Students’ Perception toward Their English Achievement in International Class Program ]]>
<![CDATA[Ferawaty Syam]]>;
<![CDATA[Herman Resyadi]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.3652
<![CDATA[This study highlights the students’ perception of their English achievement through bilingual programs. The aims of this study were (1) explore the students’ perception of their English achievement on ICP (International Class Program) as a bilingual program, and (2) distinguish the students’ English achievement between bilingual (ICP) and monolingual (regular class) program. This study was navigated by a descriptive qualitative method. To collect the data, this study applied interview and document study. The data were taken purposively from 16 of mathematics students on ICP and regular class as the sample of the study. It was analyzed by data recording, selecting, transcribing, coding, interpreting, and reporting. Data recording was transformed into transcript. The transcription was coded to obtain the extract to be interpreted to find out the main sense of students’ perception on their English achievement. The result of this study exposed that ICP influenced English understanding of mathematics students. Students’ English achievement on ICP is also improved which is proved by their English subject score which is higher than the regular class. It was concluded that the English achievement of mathematics students were inclined by ICP. However, giving English instruction in the classroom should be continued frequently in every semester because it helps the students to remember and maintain their English as students of ICP.]]>
<![CDATA[An Analysis of Learners’ Oral Errors: A Study in One-to-one EFL Classroom Interaction ]]>
<![CDATA[Sitti Syakira]]>;
<![CDATA[Murni Mahmud]]>;
<![CDATA[Sahril Sahril]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
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DOI: 10.37058/tlemc.v5i2.3937
<![CDATA[Correcting the repeated errors produced by the learners is one of the most frustrating things to do by teachers. However, it is natural for the students to commit errors while learning since it can be a sign of improving language competence and as a facilitating factor in second language learning (Atmaca, 2016). This study aims to find out the types and frequency of learners’ oral error occurrence during the teaching and learning process in one-to-one EFL classroom interaction. This research applied descriptive qualitative research with case study design. Two adult learners, who had the same English proficiency level, were chosen as research participants through purposive sampling in Amsterdam Institute, an informal school applying tailor-made system in the teaching and learning process. The data were collected through observation during teaching and learning process, and analyzed based on data analysis procedures consisting of data reduction, data display, and conclusion drawing and verification. The results revealed that all types of errors proposed in this research appeared during the observation and data analysis. Grammatical error dominated the error type, and lexical error was the least error type produced by the learners. Unsolicited use of L1 is excluded from the discussion of the result finding since it is not a part of the error type studied (Lyster, 1998). Furthermore, another finding indicates that the error committed by the learners continuously appeared in the next meeting the researcher observed. Therefore, it is suggested that the teacher should provide more triggers as an attraction for the learners’ intention so that they can figure out more about their errors, and engage the learners to provide themselves self-correction or self-repair by prompting them.]]>
<![CDATA[Scrutinizing the Reasons for Using First Language in EFL Classrooms ]]>
<![CDATA[Dea Silvani]]>;
<![CDATA[Tia Pertama]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.4310
<![CDATA[Using first language in the English class remains a controversial and an interesting issue to investigate, since it becomes an inevitable phenomenon especially in EFL contexts. Thus, this present study aims to investigate the underlying reasons for using L1 by both students and teacher in the EFL classrooms. In this case study, semi-structured interview was used to collect the data from the teacher and the students related to the reasons of using L1 in EFL classrooms. Thematic Analysis (Braun Clarke, 2006) was used to analyze the data. The research results showed that the teachers generally used L1 because they believed that it supported the effective process of language teaching, since it can avoid students’ confusion over the materials being discussed, and it can make the students feel more comfortable in joining teaching and learning process. Meanwhile, the students used L1 mostly because of their natural habit, lack of confidence, and fear of making mistakes due to their low proficiency level in using English. Additionally, they also consider that using L1 was easier to communicate their ideas. In conclusion, L1 plays some supportive roles in English class. However, its use must be re-examined, since it should be used appropriately to achieve the better learning outcomes.]]>
<![CDATA[Using Social Media for Online English Assignments: Problems and Solutions ]]>
<![CDATA[Marisa Fran Lina]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.3579
<![CDATA[Social media are widely used in today’s activities for all levels of humans. In students’ daily activities, updating their status through social media is like a must. Thus, the writer wants to highlight her teaching activity to something that her students love doing in it. English and social media become her concern to write this paper. Therefore, the aim of this research is to find out the kind and examples of vocabulary learned and appropriate grammar that appear in the students’ social media during this online learning era. She will also tell the steps, challenges and solutions based on her English teaching experience. The method is qualitative research, by finding, describing and analyzing the data in students’ social media after online learning English. The data shows that many students apply correct grammar, but only a few students use vocabularies learned from online class to update their status in social media. Besides, the lecturer provides some suggestions to fix their errors in using the words in a sentence. This research is supported by other relevant studies about the advantage of social media in learning and it tries to contribute ideas toward different opinions from other researchers. The findings also more detailed on the use of correct English grammar and vocabulary in social media.]]>
<![CDATA[Power Relation in English Classroom: A Case Study in Teaching Assistance of MBKM Program ]]>
<![CDATA[Denny Kodrat]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.3583
<![CDATA[Indonesia Ministry of Education has launched Merdeka Belajar Kampus Merdeka (MBKM). One of the programs selected by university students is teaching assistance at schools. The study is investigated how the university student, as a teacher assistant, deals with teaching methods promoting critical thinking and problem solving and designing student center teaching activities. Critical thinking and problem solving and a student center are 21st-century students’ life skills that should be embedded in teaching. The study used a qualitative approach with a case study method. This approach is aimed at uncovering power relations in the English classroom. The researcher becomes a key instrument who cannot be delegated. The finding then is sufficiently reconstructed by keeping a natural setting, so the finding data can be depicted as the aims of the research are expected. The study was conducted at MBKM program by the English Literature Study Program, STBA Sebelas April Sumedang. In-depth observation and interview on teaching activities in the classroom and teaching documents (lesson plan) examination were performed toward a university student teaching English. The data finding then is interpreted by the Critical Discourse Analysis theory suggested by Fairclough (2001). The result shows that a teacher is dominant in teaching English, making students difficult to expose their critical thinking and problem-solving skills, collaboration, communication, and creativity. Keywords : power, cda, domination, critical thinking, mbkm]]>
<![CDATA[The Effectiveness of Georgiana's Podcast on Spotify to Improve Students' Listening Skills ]]>
<![CDATA[Salsabila, Widya]]>;
<![CDATA[Irianti, Leni]]>;
<![CDATA[Thoyyibah, Luthfiyatun]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.3567
<![CDATA[This research reported the issues of using Georgina's podcast on Spotify to improve students' listening skills. This research aimed at figure out the improvement of the students' listening ability in listening skills by using the Spotify application as a tool that focused on listening to Georgina's podcast in subject asking and giving directions. In doing so, the subjects consisted of 20 students who were in tenth grade. The researcher applied a mixed methods design, which type is the embedded design. The instruments were a test and a questionnaire. The sample was taken by using a random sampling technique. The results of the test and the related comparisons, findings showed that Georgina's podcast on Spotify is effective to improve students' listening skills. This can be seen from the mean results of the pre-test was 30.00 and the post-test was 86.67 with the t-test value orientation is greater than the t-table (12.3912.110). As a result of this fact, the post-test score in the class was significantly different after going under the treatment. To sum up, Georgina's podcast on Spotify is an effective medium to improve students' listening skills in subject asking and giving directions. However, the success of podcasting depends on the teacher's ability to use Spotify and the selection of appropriate material in a way that guides students to achieve their learning goals.]]>
<![CDATA[Compositional Meaning Represented in Indonesian EFL Learners PowerPoint Slides: A Multimodal Viewpoint ]]>
<![CDATA[Asri Ainun Nisa]]>;
<![CDATA[Yesi Dambaresya]]>;
<![CDATA[Siti Nuraisyiah Fauziah]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.3651
<![CDATA[A proper layout is one of the essential fragments of PowerPoint’s slides. Due to it is one of instruments that needed to display graphs, thin data-density, chartjunk, encoded legends, etc. Therefore, to achieve ideal PowerPoint’s layout, the analysis of compositional meaning is necessary. Compositional meaning consists of information values, salience, framing, based on theoretical frame work which is in accordance with the applicable provisions of color selection, layout, size, positioning must be relevant. The method of this research is qualitative descriptive analysis technique by using the concept of Kress and van Leeuwen (2006) focusing on compositional meaning represented in Indonesian EFL learners PowerPoint slides. The result revealed that the designers of the PowerPoint used the bright color that it clearly differ subheading of the layout. Additionally, the text was positioned properly by placing the priority text on the top part of slide then the less important text was placed in the bottom part. Unfortunately, the designers made the text tone were almost the same tone with the background of the slides. Through the analysis of compositional meaning, it can be used as the rules for students in making PowerPoint.]]>
<![CDATA[Classroom English Learning Activities: Students' Facial Expressions with a Focus on Interpersonal Meanings ]]>
<![CDATA[Dewi Rosmala]]>;
<![CDATA[Vidya Setyaningsih]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts) ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v5i2.6977
<![CDATA[Studies on facial expressions have been looked into from a variety of angles in earlier research. A prior study (Feng O'Halloran, 2012) examined how comic cartoons' facial expressions changed over time. There are, however, very few studies that concentrate on comic books as opposed to student facial expressions. The purpose of this study is to identify the facial expressions made by students as they learn English in a classroom setting. One student selected and recorded facial expressions during the teaching and learning process. The most frequently occurring portions of facial expressions are chopped out of a movie frame by frame in order to collect data. Then, using Martinec's framework (Martinec, 2001), all data are examined to determine the interpersonal meanings of the students' facial expressions. Facial expressions during the teaching and learning process are made an accomplishment for students as a result of this research's total contribution. Students' efforts to achieve their goals during the teaching and learning process are demonstrated by their passion, which is successfully created by the teacher through facial expressions. Keywords: ELL Classroom; Interpersonal meaning; Students’ facial expression.]]>
