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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 5 Documents
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Search results for , issue "Vol 8, No 2 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)" : 5 Documents clear
English Student Teachers’ Engagement in Reflective Practice During Microteaching: Perspectives and Experience Marlina, Neni; Ruslan, Ruslan; Sri, Melisa
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (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.v8i2.13252

Abstract

This study scrutinizes the process of reflective practices carried out by English student teachers in their microteaching practices. The focus of this study exposes the student teachers’ engagement when they implement reflective practice. Student teachers’ challenges that they face during the process of reflection and teaching practices are also revealed.  This study is a qualitative case study that involved 5 English student teachers consisting of 1male student and 4 female students who enrolled in Microteaching class. They experienced microteaching practices and went through several stages: planning, teaching, feedback, re-planning, re-teaching, and re-feedback. To gain the data, student teachers’ interviews and their reflective journals were used to dig for information about their engagement in reflective practice during their microteaching and also information about their challenges in this process. The data from interviews and reflective journals were analyzed qualitatively and revealed that the student teachers showed their active participation during the reflective practice in microteaching. They experienced how reflective practices gave them opportunities to learn how to evaluate their teaching practice. However, they also faced some challenges such as particularly in critically evaluating their practices. The results of this study are expected to increase student teachers’ awareness and knowledge and their professional skills as prospective teachers. In addition, the results of this study can explore the challenges and opportunities experienced by them as a reference for improvement in implementing reflective practice and microteaching.Keywords: Student Teachers' Engagement, Reflective Practice, Microteaching
Mismatched Expectations and Perceptions in Undergraduate Thesis Supervision Sunggingwati, Dyah; Setyowati, Dea Rini; Hermagustiana, Istanti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (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.v8i2.14385

Abstract

Thesis supervision involves both supervisors and supervisees that have different perceptions and expectations. This study aims to explore the perceptions of supervisors and expectations of supervisees. An exploratory case study design was applied in this study. Eleven of 24 supervisors who participated in this study responded to questions about their supervisory given via Google Form. Nine English undergraduate students who are currently working on their undergraduate thesis were involved. A set of questions was distributed to supervisors and semi-structured interview was applied to supervisees. The data were analyzed thematically. The findings revealed that there are mismatched expectations and perceptions that contribute to the complexity of thesis supervision. The supervisors have a positive perception about their relationship with the supervisees. They recognize their supervisees' needs and have professional relationships with their supervisees. They provide help and guidance, such as providing online links of material to support the supervisee’s thesis. Furthermore, they expect their supervisees to have autonomy in learning for their own thesis, have adequate research knowledge and skills, and have good communication skills. However, the supervisees expected that their supervisors recognized each supervisee's characters, needs, and weaknesses. They expect to receive clear and structured instructions to outline their research schedules and activities and to receive oral specific feedback on specific parts of their thesis. This study highlights a need for clarity about the expectations of each party to minimize mismatched expectations.Keywords: thesis expectations, thesis perceptions, undergraduate thesis supervision
"The Miracle Worker": A holistic approach to language acquisition pedagogy Retnowati, Nanik; Redjeki, Indah Sri; Septian, Kiasati Yusrina; Salimah, Najwatus
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (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.v8i2.14026

Abstract

This study investigates the pedagogical potential of The Miracle Worker (1962) as a teaching medium in Language Acquisition courses, with a dual focus on linguistic development and character education. Employing a qualitative descriptive method with film content analysis, the research systematically examines key scenes and character interactions to identify how theoretical principles of language acquisition—such as behaviorist, nativist, interactionist, and affective approaches—are reflected in Helen Keller’s learning journey. Data were collected through close scene analysis, thematic coding, and interpretation aligned with major theories of language development.  The findings reveal that the film presents a rich, multidimensional representation of the language acquisition process, highlighting the importance of tactile-based instruction, emotional support, and socially mediated interaction. Helen Keller’s journey illustrates that effective language learning is deeply influenced by both cognitive and affective factors. Traits such as perseverance, empathy, self-discipline, and emotional resilience are shown to facilitate communication and comprehension, suggesting a strong interdependence between character growth and linguistic development. The study concludes that The Miracle Worker is a powerful educational tool that can enhance students’ understanding of language acquisition concepts while also promoting reflective discussion on inclusive, empathetic teaching practices. By integrating academic content with character values, the film exemplifies a holistic approach to language education that addresses both intellectual and personal dimensions of learning. Keywords: The Miracle Worker, language acquisition, character education, content analysis, holistic education
Non-English speakers' perspectives on the utilization of Padlet Masykuri, Edi Sunjayanto; Alekseevna, Ekaterina Konstina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (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.v8i2.13440

Abstract

This study sought to ascertain EFL students' perspectives regarding the utilization of Padlet in writing. This investigation was conducted with first-year students. This study involves four students from three classes of an Economy and Social Science Department of a state pedagogical university in Russia. The sampling was conducted purposefully according to the criteria established by the researchers. The study uses qualitative descriptive and employed case study methodologies. Data gathering was conducted through interviews. The findings indicated three student affective perspectives about the use of Padlet in writing: 1). Utility: students are able to compose phrases in English on Padlet, while others are unable to do so. 2) Usability: Students see writing tasks in English on Padlet as straightforward. 3) Accessibility: Students believe the learning process on Padlet is readily accessible, while some find it challenging to navigate. The inquiry into this study's outcomes revealed that many students encountered challenges in the online learning process, specifically identifying inadequate internet access and unstable network connectivity as impediments to their effective and timely participation in lessons on Padlet.Keywords: Asynchronous learning, Padlet, Non-English speaker, Student’s perception, Russian students
A Study of Code Switching Found in English Teaching Activities at SMAN 1 Wungu Madiun Al Rosyiidah, Afiifah; Farida, Siti
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 2 (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.v8i2.10583

Abstract

Code switching refers to a phenomenon that people switch between different languages in a conversation. Code Switching also occurs in English teaching activities. This study aims to explain the types and reasons of code switching found in English teaching activities at SMAN 1 Wungu Madiun. The data of this research are utterances contain code switching used by English teacher in 10th grade of SMAN 1 Wungu Madiun. This study uses qualitative research because the data in the form of words. The result of this study shows that there are two types of code switching found in English teaching activities at SMAN 1 Wungu Madiun, they are metaphorical code-switching (4 data) and situational code switching (83 data). In addition, it shows that there are ten reasons of code switching in English teaching activities at SMAN 1 Wungu Madiun: talking about particular topic (19 data), quoting somebody else (5 data), showing empathy about something (5 data), interjection (4 data) , repetition used for clarification(7 data), intention of clarifying the speech content for the interlocutor (21 data) , expressing group identity (4 data) , to soften or strengthen request or command (10 data) , lexical need (1 data) , to exclude other people when a comment is intended for only a limited audience (3 data).

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