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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
 1 
Search results for , issue "Vol 6, No 1 (2022): TLEMC (Teaching and Learning English in Multicultural Contexts)" : 6 Documents clear
Holistic Education in Greta Gerwig’s “Little Women” Alfianita Pramudyani; Restu Arini
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.3610

Abstract

Holistic education is an approach that appreciates all the aspects of human potencies. As the first teachers of the children, parents are the ideal models who should grow the children holistically. This study aims to discuss the portrayal of holistic education in Little Women, a movie by Greta Gerwig. The main focus of this study is 1) underlining how holistic education became the standard in raising the four daughters in the novel, and 2) the impact of holistic parenting towards their adulthood. To solve the problem, a library study and in-depth analysis are taken and a descriptive-qualitative method is used. The study reveals that 1) within the childhood to adolescence, the parents raise their daughters by fulfilling all aspects of children development – not only their physical but also the four quotients in holistic education: intellectual (IQ), mental or spiritual (SQ), emotional (EQ), and adversity (AQ) and also social ability; thus, 2) the implementation of holistic education gives a very positive impact towards the daughter; makes the daughters capable of facing the demands and challenges of their life especially when they cope problems appears in their career, society and marriage life.
A Classroom Action Research: Improving Speaking Skills through Work in Pair Technique Maya Marsevani; Habeebanisya Habeebanisya
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.4834

Abstract

This Classroom Action Research (CAR) is implemented to improve students’ speaking skills at one of the junior high schools in Batam. The subjects of this research were 32 second-semester students in grade 7. The research was applied in two cycles following the procedures for action research, namely planning, action, observing, and reflecting. The researchers used classroom observation, document analysis, pre-test, and post-test to collect data. The findings show that the Work in Pairs method improves students’ speaking skills in class. This can be seen from the improvement of students' speaking skills in each cycle. The students achieved 57.26 for the pre-test which is categorized poor. After implementing Work in Pairs activities in two cycles the students’ average scores improved. The post-test was 65,33 in the first cycle and 72,93 in the second cycle. This proves that students responded positively to the Work in Pairs method. It can be concluded that working in pairs activities have a strong influence on improving students’ speaking skills. 
Error Analysis of the Students in Writing a Recount Text (A Case Study at Grade III in English Department Universitas HKBP Nommensen) Bertaria Sohnata Hutauruk; Yanti Kristina Sinaga; Galina Sitinjak
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.4891

Abstract

This research deals with the students’ error analysis in writing recount texts. This study aims to investigate the types of errors and the most dominant type of errors made by the third-grade students of the English department at UHN. This research applies qualitative research design. There were 31 students involved from the English department of Universitas HKBP Nommensen (UHN). The data were taken from their writing of recount texts. The results of the study showed that there are five types of errors made by the students, namely omission errors, addition errors, misformation errors, and misorder errors. In the students’ writing there were 13 omission errors (6.5%), 12 addition errors (6%), 158 misformation errors (79%), and 17 misorder errors (8.5%). Therefore, the most dominant type of error made by the third-grade students in English department of UHN in writing recount text is misformation error, with the total number of errors is 158 (79%). It can be concluded that the third-grade students in the English department at UHN is still low in writing recount text especially in using tenses.
Analyzing Grammatical Interference on EFL Students' Indonesian-English Translation Fauziah Fujiyanti; Elis Homsini Maolida; Jauhar Helmie
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.4031

Abstract

Learning a foreign language is sometimes difficult since the target language has different elements and rules compared to the native language. When the students apply those elements and rules, it often leads to errors. In this case, when a student is learning a foreign language, the students’ native language will have an impact on the production of the language being learned which is called language interference. This study aims at investigating the types of interference and which type of interference appears more in EFL students’ Indonesian-English translation text. This study involved twenty students of the first grade in a senior high school in Cianjur. It is descriptive qualitative research with the data taken from students’ translation text that were analyzed by using error analysis to point out and describe the interference. The findings show that all participants of this research made errors in their translation text. In this case, four types of error found in the text, those were omission, addition, misformation, and disordering. The differences in the structures between two languages and different proficiency levels of students in target language led the students commited different error types in four error categories. The result of the analysis also shows that there were 413 errors found in the students’ translation text which consisted of 121 omissions (29,29%), 96 additions (22,27%), 156 misformation (38%), and 44 disordering errors (11%). From those frequencies, the most frequent error was misformation. Misformation indicates the use of an incorrect form of a certain linguistic in the target language utterance.Keywords: Language Interference, Indonesian-English Translation, Translation Text, Error Analysis, Classification of Error
Investigating Students’ Silence during Synchronous Virtual Classroom: A Case Study Dela Rahmawati; Yuyus Saputra; Fera Sulastri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.5212

Abstract

This current study explores the silent behavior of students within a synchronous virtual classroom. It focuses on investigating the factors affecting students’ silence in the synchronous virtual classroom from the students’ perception. This study used a descriptive case study as the research design. This study used semi-structured interviews as the data collection. A semi-structured interview was asked to five silent students in the synchronous virtual classroom. Then, the data were analyzed using thematic analysis (Braun and Clarke, 2006). The findings indicate various causes of students’ silence in the synchronous virtual classrooms: lack of confidence, describing comprehension by silence, lack of knowledge, lack of English proficiency, being a good listener and showing respect, lack of preparation for learning, unsuitable teaching style, and technical issues. Keywords: students’ silence, synchronous virtual classroom, case study
Initiation-Response-Feedback Pattern Used by Lecturer-Students in EFL Classroom Interaction Kartini Kartini; Sitti Syakira; Sitti Aisyah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 6, No 1 (2022): 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.v6i1.5144

Abstract

Applying a descriptive qualitative method with case study design, this research aimed at finding and describing how initiation-response-feedback take place in classroom interaction. The data collection was done through observation conducted in two classes of the third-year students of English Education Department in one of the state universities in Makassar. The observation was conducted three times in each class. Analyzed using discourse analysis, the results show that in term of initiation, four subclasses were used by the lecturer namely requestives,descriptives, elicitation, and informatives. In term of students’ responding act, students used three subclasses features namely positive responding act, negative responding act, and temporization. As for follow-up, the lecturer used three subclasses features namely endorsement, concession, and acknowledgment. This research also found that acknowledgment was used to repair and accept with repair student’s response. Classroom interaction took place by using subclasses of head act. The lecturer uttered initiation based on the function of each subclasses. That was similar to how students’ responding act took place which was based on lecturer initiation. Furthermore, the lecturer responded students’ in many ways based on the responding act. Hence, it should be pointed out that a turn can be made up not only of a single move, but also of two moves: it can be either a combination of a responding and an initiating move, or a follow-up and an initiating move. However, initiation moves, response moves and follow-up moves cannot be separated each other since it was three-part exchange in classroom interaction. Keywords: Initiation-Response-Feedback, Lecturer’s Initiation and Feedback, Students’ Response, EFL Classroom Interaction  

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