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).
Articles
112 Documents
<![CDATA[DEVELOPING A THAI READS ENCODER TO GAUGE EFL READING PROFICIENCY OF THAI UNDERGRADUATE STUDENTS ]]>
<![CDATA[Thapanee Khemanuwong]]>;
<![CDATA[Abdul Rashid Mohamed]]>;
<![CDATA[Shaik Abdul Malik Mohamed Ismail]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v2i1.487
<![CDATA[Reading is not simply an understanding of graphic symbols, but it is also the interaction between a language and thoughts as it is a message coded in written form that needs to be understood. A very vital skill to master, reading has become an essential component of English as a Foreign Language (EFL) programme that inevitably needs an evaluation part. The component, however, provides no specific information about possessed performance of each student. Presently, there is an existing READS (Reading Evaluation and Decoding System) used as a diagnostic tool in assessing new intake of English reading proficiency at Universiti Sains Malaysia beginning in the academic year of 2014-2015. The existing READS, however, is specifically used on the basis of Malaysian school curricula and apparently has Malaysian culture embedded in its encoder. As a result, the encoder presents a significant amount of contextual biases. This study aims at developing a Thai localised version of READS encoder to serve as an indication of the specific skills each student possesses. A model Thai READS was developed and piloted to more than six hundred Thai undergraduate students in evaluating the students’ performance. The study revealed that the Thai variation of READS is effective in evaluating the students’ performance and decoding their reading skills. ]]>
<![CDATA[TEACHING LISTENING OR TESTING LISTENING? ]]>
<![CDATA[Kiren Kaur]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i1.396
<![CDATA[Listening is an important skill for communication and for learning yet it is a literacy area that is least taught in the Singapore classrooms. In order to prepare young learners for the demands of learning and communication, ways to teach listening, and not just test it, should be found. This paper focuses on a small scale study from an elementary school in Singapore where learners reported on their strategy use in diaries after listening to various types of English texts. The paper will report on strategy use by examining young learners’ responses. The paper will then discuss implications in terms of teaching listening to young learners of different proficiencies and explore how we can help prepare them for the demands of the real world in which a mastery of English and effective communication skills are perceived to be important assets.]]>
<![CDATA[INNOVATION AND CREATIVITY IN TEACHING SPEAKING ]]>
<![CDATA[Alistair Wood]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i1.401
<![CDATA[The paper will examine the related ideas of innovation and creativity as applied to the teaching of speaking. It will describe how the teaching of speaking can move beyond standard ways of presenting and practicing the skill, whether at secondary or tertiary level. Creativity as presented means both on the part of the teacher and the part of students, since it demands that both teacher and students step out of their traditional roles and rethink what it means to speak in the classroom. Different types of speaking will be looked at, from conversation to oral presentations, as well as various ways of integrating teaching and the other language skills. Speaking will be related to more general ideas of problem solving and project work and other ways of harnessing creative ideas, as well as innovative ways of bringing in use of computers and online media to help in making speaking meaningful]]>
<![CDATA[DO GOOD WRITERS SPEAK BETTER? INVESTIGATION OF INDONESIAN EFL STUDENTS’ SPEAKING ABILITY AND WRITING PROFICIENCY ACROSS COMPETENCE LEVELS ]]>
<![CDATA[Bambang Yudi Cahyono]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i1.392
<![CDATA[This study examined the correlations between Indonesian EFL students’ speaking ability and their writing proficiency at two levels: individually and across competence levels. It involved 74 undergraduate students majoring in English Language Teaching (ELT). They were taking Essay Writing course in the English Department of Universitas Negeri Malang (State University of Malang), East Java. The students were taught to write essays of five types: examplification, comparison/contrast, classification, process analysis, and cause/effect analysis. However, in this study the students’ writing proficiency was measured from the scores of their cause/effect analysis essays in particular. In the teaching and learning process, the students were made aware that they had to complete two tasks: writing a cause/ effect analysis essay on ELT topics and presenting their essays orally by using power point slides in front of the class. The students’ essays and their presentation performances were rated by two raters after some practices to reach agreement in scoring. The results showed that there were positive correlations between Indonesian EFL students’ speaking ability and their writing proficiency both individually or across competence levels. The findings suggest that the higher the students’ writing proficiency scores, the higher their speaking ability scores; and the students’ scores in speaking ability and writing proficiency were consistent across competence levels, meaning that the students who are at the top level remain to be at the top in the two productive skills.]]>
<![CDATA[SOUNDCLOUD UTILISATION AS A TOOL FOR STUDENTS IN PRESENTING ORAL BOOK REVIEW ]]>
<![CDATA[Vega Hesmatantya]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 1 (2018): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v2i1.488
<![CDATA[The use of technology in education is significantly growing. Some research findings present a huge improvement in the evolution of teaching and learning activities. English teaching in Indonesia has many challenges since English, as a foreign language, requires innovative teaching strategies, tools and media. This paper attempts to investigate how SoundCloud, an online audio distribution platform, could be utilised in English language teaching. It is applied in Extensive English class where students present their oral book reviews. The data collections were obtained from questionnaire and teacher’s observation on students’ oral book review on SoundCloud. Each student was assigned to read a book, report it orally, and upload it on SoundCloud, while the other students listen and leave comment on it. The finding showed that it was easy for them to operate SoundCloud. Therefore, it created fun learning and encouraged students to learn how to communicate book review orally and listen well to other student’s review. Thus, according to the finding, it is recommended for the upcoming study to explore more on the use of SoundCloud in other ELT activities. ]]>
<![CDATA[THE ROLE OF KNOWLEDGE BUILDING DISCOURSE TO ENHANCE STUDENTS’ CURIOSITY IN INQUIRY BASED CLASSROOM ]]>
<![CDATA[Martina Mulyani]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i2.397
<![CDATA[Curiosity has been identified as driving force in doing an inquiry and one most important spur to educational attainment. As 2013 curriculum emphasizes the implementation of Inquiry Based Learning, teachers as curriculum executors should stimulate their students’ curiosity. The study is aimed to investigate if Knowledge Building Discourse (KBD) is able to develop students’ curiosity. The study was conducted in one private university in Cimahi. 25 junior students participated in this research. The study can be included into Second/Foreign Language Classroom Research. Classroom Research was employed to reveal the strength of KBD by identifying the students’ and teacher’s interaction in the classroom discourse. The study utilized rank scale to analyze spoken discourse from Sinclair and Coulthard (1992). In addition, the questionnaires were used to highlight the students’ opinion towards KB. The result of the study shows that through KBD, the students are able to search and share information to the class rather than provide information to the class for the sake of answering the teacher’s elicitation. It means, the implementation of KBD in classroom can enhance students’ curiosity as KBD can produce discourse that allows students’ inquiry to take place. Eventually, KB can be applied in 2013 curriculum which highlights Inquiry Based Learning in its teaching learning process. ]]>
<![CDATA[IMPLEMENTING VOCABULARY SELF-COLLECTION STRATEGY IN THE EFL COLLEGE CLASSROOM IN ENGAGING STUDENTS’ COMMUNICATIVE CLASSROOM ]]>
<![CDATA[Elih Sutisna Yanto]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i2.402
<![CDATA[The application of vocabulary self-collection strategy (VSS) to EFL classroom has been well-published, but little is known about how this strategy is applied to tertiary grades education context. To fill this gap, this small-scale research reports the findings of the implementation of vocabulary Self-Collection-Strategy (VSS) in growing and developing tertiary students’ vocabulary in terms of second language research terminologies.Vocabulary self-collection strategy is an interactive-learning instructional strategy that promotes word consciousness, as students are actively involved in identifying important words from their reading through video to share with partners of their class so that communicative classroom is engaging. Qualitative data show that this strategy encouraged independent learning of the students in understanding research terminologies and their responses toward this strategy are positive. Students engaged in their own learning, discover how to recognize unfamiliar or interesting words from their readings, develop their vocabularies, and become word conscious. In addition, Vocabulary Self-Collection Strategy can be a catalys for engaging students in post listening tasks such as write a brief summary of the text from the video; explain to students’ partner in students’ own words that text was about]]>
<![CDATA[NARROW LISTENING: A SUBSET OF EXTENSIVE LISTENING ]]>
<![CDATA[Anna C-S Chang]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 1 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i1.393
<![CDATA[Though narrow listening is not a new approach in developing listening competence, the effectiveness of narrow listening has hardly been reported in the research literature. Narrow listening refers to learners doing a large quantity of listening practice but focusing on the same theme or the same author’s work systematically and consistently for a period of time. When they are familiar with one theme or one author’s work, they move on to the next one. Narrow listening can be seen as another subset of extensive listening because both require learners to receive a massive amount of aural input. In this talk, I will discuss the advantages of using narrow listening in teaching L2 and how to choose materials for implementing narrow listening in an L2 listening course]]>
<![CDATA[RECALLING STUDENT TEACHER’S BELIEFS ON ENGLISH LANGUAGE TEACHING: EVIDENCE FROM A PRE-SERVICE TEACHING PROGRAM IN INDONESIA ]]>
<![CDATA[Della Putri Kandilla]]>;
<![CDATA[Febi Pebriyani]]>;
<![CDATA[Sinta Sri Meliana]]>;
<![CDATA[Arbiansah Arbiansah]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v2i2.896
<![CDATA[Pedagogical decisions and teaching practice are influenced by student teachers’ belief. Personal predispositions of student teachers’ beliefs on teaching practice are strongly affected by their experiences, or course content they have been taken. In developing their beliefs, values, and practice of teaching, student teachers adopt theories about good teaching practice by interpreting these experiences in teaching or taking courses. The numbers of studies have been conducted about student teachers’ belief on teaching practice from their experiences in teaching-learning, but less attention put on student teachers’ belief in interpreting their pedagogical knowledge from theories to practices. Thus, to fill the gap, the writers conduct a case study regarding to a student teacher’s belief after she had received pedagogical courses and finished preservice teaching program. Using a thematic analysis from a semi structured interview and reflective journal from a student teacher in English Education Department in Tasikmalaya, the researchers examined the student teacher’s belief based on her experiences in pre-service teaching program. The overall contribution of this study is to evaluate student teachers’ teaching belief with the principle of teaching given in the class, since teaching belief is significant to personal development of pre-service teachers.]]>
<![CDATA[THE CORRELATION BETWEEN SELF-ESTEEM AND SPEAKING PERFORMANCE IN INDONESIA ]]>
<![CDATA[Mutia Satriani]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v3i1.1001
<![CDATA[This study purposes to discover the level of student’s speaking performance and to investigate the correlation between self-esteem and speaking performance in EFL context. This research is conducted due to the fact that speaking becomes a problem for many EFL senior high school students, proved by their low English speaking performance. The data are collected from 102 students consisting 51 males and 51 females. A speaking test in the form of role play and a closed-ended questionnaire adapted from a well-known self-esteem scale, an adult version of Coopersmith Self-Esteem Inventory (CSEI), are given to the students. The score is processed in SPSS Statistics 17.0 to determine the correlation between the two variables. The research findings show that the students’ English speaking performance stands on medium level and there is a highly significant positive correlation between self-esteem and speaking performance in EFL context with the correlation coefficient obtained 0.731. It is suggested that students have to try to believe that they are competent and worthy so that they are not reluctant to speak in English language. Besides, school managements and teachers should also design school activities which can stimulate students’ self-esteem.]]>
