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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).
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Articles 7 Documents
 1 
Search results for , issue "Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)" : 7 Documents clear
Psycholinguistics Angle of Interaction Model Using Classical Music in ESL Reading Herda, Rozanah Katrina; Kozuka, Yoshitaka
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.10542

Abstract

When introduced into English as a Second Language (ESL) reading classrooms, it has the potential to assist students in becoming more immersed in the language. The complex melodies and emotionally charged compositions characteristic of classical music have the potential to produce an atmosphere better suited to the comprehension of language in ESL reading classrooms. This mixed-method study that involved 33 students from one university in Indonesia was aimed to (1) investigate the significant difference between the mean scores of the pretest and the posttest in ESL reading using classical music and (2) describe the students' reflections on using classical music in the reading classroom. This study used pretest-posttest and students' reflection sheets as data collection instruments. The pretest and posttest results indicated that classical music significantly improved students' reading skills in ESL classrooms. The written reflections showed students were highly motivated to join the reading activity, as classical music was beneficial for enhancing students' mood and concentration, affecting their comprehension, vocabulary collection, and cognitive skills.Keywords: learning experiences, classical music, ESL reading, psycholinguistics
Examining the Students’ Vocabularies Improvement by Using Scramble Card Palupi, Risqi Ekanti Ayuningtyas; Sunardi, Andhina Ika; Cahyono, Dwi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.11427

Abstract

This research is aimed at whether using scramble cards improves the students’ vocabulary. It is also aimed at the enrichment of the students’ achievement in teaching learning process using scramble cards. The materials used in this research were scramble cards. Some steps in this research start from identifying the problems, planning the action, implementing the action, observing or monitoring the action, reflecting the result of the observation, and research findings. The research was conducted in four meetings. A meeting for pre-test, 2 meetings for treatments and a meeting for post-test. The sample of this research was 35 first-year students of a polytechnic in Indonesia. The technique in collecting the data was quantitative method. In the quantitative method, the researcher used tests to examine the students’ achievement. The test consisted of the pre-test and post-test. The technique to analyze the test result was by comparing the mean score of pre-test and post-test. Besides that, this research also used descriptive statistics and the t-test of non-independent. The research result shows that scramble card can enhance the students’ vocabulary mastery, it can be seen from the aspect of the vocabulary mastery, such as the students could understand, grasp, remember, pronounce, write about 80 until 90 % of the words correctly and use the words in some sentences appropriately. Second, the improvement also can be seen from the pre-test and post-test of the students’ score. The mean score of the pre-test improves from 5.67 to 8.85 in post-test. Then, the scores of the pre-test and post-test show that there is also an improvement in students who achieve the minimum standard score, that is 60. They are from 3.2% to 100% of students. As the conclusion of this research that the use of scramble cards improves students’ vocabulary mastery.Keywords: vocabulary, scramble card, classroom action-research, improvement
Unveiling Pedagogical Potential: Indonesian Higher Education Students’ Perception on Leveraging BTS’ English Songs for Vocabulary Enhancement Wahidah, Salma Samrotul; Sri, Melisa; Silvani, Dea
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.10489

Abstract

Song is one of the beneficial learning media to enrich students’ vocabulary mastery and enhance the classroom atmosphere. This qualitative research aims to investigate and describe students’ perceptions of the English song of the idol group ‘BTS’, which are used as a learning medium to learn English, especially for vocabulary mastery. This research focuses on students who are the BTS fans as research targets. This research aims to gain an in-depth understanding of the experiences, perceptions, or opinions of seven students aged between 17 to 22 years old. The data were obtained through semi-structured interview, and the data were analyzed by thematic analysis. The research results show that all the students have positive perceptions towards using BTS’ English songs as a learning medium in learning English Vocabulary. The songs succeeded in constructing students’ interest to learn English. In addition, the songs were able to facilitate students in improving vocabulary mastery, pronunciation, and understanding of the meaning and idiom or slang. Keywords: English song, vocabulary enhancement, BTS
Exploring EFL Students’ Perspectives: Integrating Mind Mapping as a Cognitive Tool in Academic Writing Class Tupalessy, Pricilia; Matatula, Marles Yohannis; Lekatompessy, Felicia Miranda
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.10827

Abstract

The purpose of the study is to find out the EFL students’ perspective on the use of mind mapping as a cognitive activity in an academic writing class in the English education study program at Pattimura University. This study took 3 students (1 male and 2 females) from an English education study program. The In-depth interview is the instrument of data collection with qualitative as the research method. The result shows that the EFL students’ perceptions toward mind mapping seemed to have positive responses toward their language learning with several benefits based on their experience during academic writing class, such as the writing of students was more well-structured, increased students writing grades in academic writing and the beneficial using mind mapping made them becomes motivated in writing something. However, in the process, there were several difficulties that some students had to face when using this strategy such as they were to determine the sub-points and doing the mind mapping took more time, energy, and thoughts, and they were confused about where to start making a mind map. The study suggests that using mind mapping in writing classes, with proper support and training, can help students improve their writing skills. Encouraging its use in other subjects and adapting teaching based on feedback can make mind mapping a valuable tool for better learning and academic success. Keywords: Mind Mapping, Cognitive Tool, Academic Writing
Exploring Students’ Challenges and Strategies in Academic Writing: A Qualitative Study on the Talent Scouting Program Zaki, Nazbudin; Miftachudin, Miftachudin
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.10022

Abstract

The purpose of this research is to understand the students’ challenges and strategies when they are joining academic writing class on talent scouting program batch 2022 of UIN Salatiga. This research employs descriptive qualitative research model by involving 25 students who joined talent scouting program batch 2022 of UIN Salatiga. The instruments used questionnaire and interviews in order to obtain the data. The data were analyzed and interpreted through qualitative procedure. The research finds that the students face challenges; lack of vocabularies, grammar mastery, choosing correct words, motivation, and presenting clear idea. Writing weakness and negative environment are also part of the issues. The findings also showed the students’ strategies to confront those challenges such as the social strategies, memory strategy, compensatory strategies, metacognitive strategies, cognitive strategy, and affective strategies. From the result, it can be concluded that students from different majors joining the academic writing class were struggled to learn and meet the requirement of academic writing, so they are advised to allocate more time in self-regulated learning outside of the classes. Keywords: Academic writing, Challenges, Strategies.
KARDS Model: An Alternative Approach to Language Education Santiana, Santiana; Enriquez, Alexis; Marzuki, Abdul Gafur; Mahmud, Rashed; Ghofur, Abdul
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.5232

Abstract

Students can be motivated by making them aware of their intrinsic and extrinsic motivation. Guiding the student could include addressing the subject’s goals, the nature of the activities, and the techniques used to complete the tasks, including supporting them in determining the best ways to learn. Providing learning facilities indicates that the instructor should be able to facilitate and simplify learning. This is essentially characterized as creating and establishing suitable learning settings and providing learning resources. This piece of paper will emphasise a literature review on the KARDS Model as an alternative conceptualization for language training. The review is based on journal papers, conference proceedings, and book chapters that explore Kumaravadivelu's KARDS Model. The scope of this discussion is limited to the following points: (1) presenting Postmodernism as a relevant theoretical framework in the context of language teacher education and (2) presenting the KARDS model as an alternative conceptual outline that can help language teachers address teaching issues more effectively. This finding demonstrates that teachers must keep their knowledge, which serves as their academic medium of communication, up to date in order to survive in academic contexts. Their enhanced professional and personal knowledge is projected to lead to more positive perceptions. This distinction may be justified by the circulation of knowledge transfer and building, the routine exchange of knowledge, and academicians' access to the most recent results.Keywords: Alternative Approach, KARDS Model, and Language Education
Developing Media “Grammar Root” for Teaching Grammar to Islamic Boarding School Students Azzuhrah, Saidati Natasya; Failasofah, Failasofah; Effendi, M. Saeful
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): 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.v8i1.10402

Abstract

This study aims to develop a learning media for teaching grammar to Islamic boarding school students. The biggest reason for this study is to make studying grammar more accessible for students at Islamic boarding schools with limitations in learning grammar. This study adopted 10 components of the Dick and Carey development method: analysis of needs and goals, learning analysis, analysis of context learning, formulating goals/aims, developing the instrument, developing learning strategies, developing and choosing learning materials, designing and conducting formative evaluations, making revisions, and summative evaluation. The media was developed based on a need assessment questionnaire filled in by 51 students of class six of an Islamic boarding school in Jambi. The researchers analyzed data collected based on mixed methods, a combination of quantitative and qualitative methods. The media "Grammar Root" was validated by several media and material experts and concluded with a valid score by the experts. It proves that the “Grammar Root” learning media can be used to promote the effectiveness of teaching grammar to Islamic boarding school students. Keywords: Boarding schools, media, Grammar Root, need analysis

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