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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 112 Documents
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SCIENTIFIC APPROACH OF 2013 CURRICULUM IMPLEMENTATION: A CASE STUDY IN A RURAL AND URBAN AREA OF SOUTH SULAWESI Kartini Kartini
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1141

Abstract

This study aimed at identifying and explaining the implementation of scientific approach of 2013 curriculum and exploring the teachers’ perception on the implementation of scientific approach of 2013 curriculum. This case study used interview and observation to collect data. All data were analyzed through a qualitative approach. The participants of the study were two English secondary school teachers in rural area (School A) located in Polombangkeng District, Takalar Regency, and urban area (School B) located in Tamalate District, Makassar. The study showed that both schools have implemented the scientific approach of 2013 curriculum well and the teachers basically understand the five stages of scientific approach. However, there were still shortcomings in some aspects found on their perceptions. These aspects of scientific approach principle are not fully aligned with the characteristics of the 2013 curriculum. Based on these results, the researcher concluded that the implementation of the scientific method of 2013 curriculum in seventh grade English subjects conducted by English teachers has not been fully functional as appropriate. Therefore, the practice of applying the scientific approach of 2013 curriculum requires an improvement in these aspects in order to achieve the objectives of the implementation of the 2013 curriculum.
FACEBOOK AS A MEDIATION OF PEER ASSESSMENT: EXPLORING CHALLENGES AND BENEFITS IN AN EFL SPEAKING CLASSROOM SETTING Nita Puspitasari; Metty Agustine Primary
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.897

Abstract

The purpose of this study was to address students’ perceptions about integrating Facebook as the mediation of peer assessment in EFL Speaking Classroom. The participants of this study consist of four students in the fourth semester pursuing English Education major in an Indonesian university. The data was collected by semi-structured interview and then the data were analyzed qualitatively, and interpretively by using thematic analysis. The result indicates four emerging themes about the students’ perception on using FB as the mediation of peer assessment; challenges encountered by the students during FB-mediated peer assessment, the importance of being an autonomous learner, FB as a platform to build speaking learning motivation, and FB as a platform to build speaking learning confidence. This study provided language instructors with insights into the adoption of Facebook in an EFL context and supported them with better design tasks on FB.
FOSTERING LEARNER AUTONOMY THROUGH WEB-BASED LEARNING Sri Suryatiningsih
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1002

Abstract

One of the requirements for nowadays adult learning is to be learner autonomy. Learner autonomy is the ability to take charge of one’s own learning. Learner autonomy can be nurtured through web-based learning. Web-based learning is a platform that can be used for individual learning needs anytime anywhere they want, in accordance, the learner is often learning without interaction with other people directly. There are some problems in implementing web-based learning in Indonesia. Students felt dissatisfied with the current system and the lack of teacher’s feedback and scaffolding. This study tried to investigate what is the learner’s perception of improving learner autonomy using web-based learning. This study is a case study. The instrument used are questionnaire and interview. This study uses analytical analysis. There are some drawbacks that demotivate the students such as the poor variety of media, the lack of teacher’s scaffolding and confirmation. Web-based learning is able to help students in sending their homework, participate in online discussion, increase their critical thinking, get immediate feedback and share ideas. For recommendation, SPOT UPI needs to be developed well to promote learner autonomy.
INVESTIGATING PRE-SERVICE TEACHERS’ SELF-AWARENESS OF PROFESSIONAL DEVELOPMENT Zehan A. Ainussamsi; Bilal Mohnawawi; Firda Fauziyah; Imelia N. Nafisah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.899

Abstract

Psychologically, self-awareness has been stated as one of the indicators of emotional intelligence. Plenty of previous studies have already discussed students’ and teachers' awareness. However, many of them were not concerning the field of professional development, especially for the pre-service language teacher. A professional development itself is an aspect that could not be neglected since professionalism is necessary to reach a good teaching-learning quality. Therefore, the present study seeks to investigate the existence of self-awareness among the non-native pre-service language teachers toward their professional development. The data obtained from an open-ended interview is processed qualitatively and analyzed thematically.  Within this regard, self-awareness of their professional development would be examined, analyzed and described. Furthermore, the requirements and suggestions for the professional development in which how non-native pre-service language teacher education program in an EFL context might have to be discussed. The result of the study would be discussed further in this paper.
PROFILING LEARNING ACTIVITIES IN EXTENSIVE READING COURSE: A CASE OF INDONESIAN UNIVERSITY LEARNERS Rufaidah Al Anshoriah; Soni Tantan Tandiana; Fuad Abdullah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1066

Abstract

Extensive Reading (hereafter, ER) has been discussed and deployed as a prevalent approach to enhance EFL/ESL learners’ reading skills in language classroom for several decades. However, insufficient attention has been devoted to the students’ learning activities in Extensive Reading course, notably in Indonesia. For this reason, this study accentuated on profiling the learning activities in Extensive Reading course in such a country. The data were collected through semi-structured interview and analysed with thematic analysis (Braun Clarke, 2006). The findings designated that the students performed two main learning activities in Extensive Reading course, namely inside and outside classroom activities. Viewed from inside classroom activities, they conducted classroom presentations to develop not only reading skills but also speaking skills, self-confidence and self-responsibilities. On the other hand, they selected and read literary works based on their interests and abilities, completed reading logs, created powerpoint slides, made a written reports, produced a poster for presentations and posted their works on their own blogs. Given these facts, ER learning activities enable the EFL/ESL learners to foster and sustain their reading strategies and become more strategic readers.
EXPLORING JUNIOR HIGH SCHOOL STUDENTS’ FOREIGN LANGUAGE CLASSROOM ANXIETY Lukman Abdul Jabar; Arini Nurul Hidayati; Yusup Supriyono
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.900

Abstract

Students’ foreign language classroom anxiety (FLCA), in the last four decades, has been discussed by many researchers regarding to its impact toward students’ learning and achievement. Since “anxiety prevents some people from performing successfully in foreign language learning” (Horwitz et al. (1986 p.125), it is necessary to explore in order to gain success. This present research implements survey study which was conducted among 194 junior high school students in order to find the levels of FLCA, and interview was given to 11 students who are classified as students with High Level of Anxiety in order to explore the factors contributing students’ FLCA. Findings show that there are 63 (32%) students classified in Low Level of Anxiety, 120 (62%) Moderate Level of Anxiety and 11 (6%) High Level of Anxiety, and there are two major factors contributing FLCA which relate to cognitive anxiety and psychological anxiety.
IS THIS TEXTBOOK TASK-BASED?: A TASK APPROACH TO THE PEDAGOGICAL ANALYSIS OF THE PRESCRIBED INDONESIAN ELT TEXTBOOK Arif Rahmat; Rachel Joanna Hosea; Sri Yani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1073

Abstract

In recent decades, the issues on Task-Based Language Teaching (TBLT) have been widely investigated across the globe (e.g., Japan, Greece, and Indonesia). TBLT facilitates learners to improve their communicative competence in a natural setting. Although TBLT is not a new issue in ELT, there remains empirical evidence how it is represented in an ELT textbook in Indonesia, in particular. To fill this gap, informed by TBLT framework (Nunan, 2004), the present study addresses to examine how speaking tasks are prescribed in an Indonesian Senior High School ELT textbook. The result of this study shows that although the textbook portrayed a TBLT, there should be a revisit in the tasks, because it is important to make the designed task connected to the real world.Therefore, this study implies for English teachers as curriculum remakers in relation to design and re-appropriate English materials from an ELT textbook by considering the proper task to implement in their English classrooms.
A COMPARATIVE CASE STUDY OF POSTER PRESENTATION AND CLASSROOM PRESENTATION Farida Ashriyani; Melisa Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 2, No 2 (2018): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v2i2.901

Abstract

In second language learning, requiring students to perform their speaking skill can be done through presentation assignments such as classroom presentation and poster presentation. This research reports a comparative case study between poster presentation and classroom presentation focuses on the interaction between the presenters and the audiences, in relationto constructivism theory. The data obtained in this research were videotaped and transcribed. Ethnographic microanalysis, selective verbatim transcript, conversational analysis, and Seating Chart Observation Record were used to analyze the data. The result showed that more interactions between the presenters and the audiences took place in classroom presentation rather than in poster presentation. Moreover,several issues also appeared during the interaction in presentation tasks, including the use of L1 in presentation activities and some corrections to the mistyped and mispronounced words.
"MY FEELINGS": UNDERGRADUATE STUDENTS' EMOTIONAL RESPONSES TOWARDS SUPERVISORS' WRITTEN CORRECTIVE FEEDBACK IN THEIR THESIS WRITING Iis Trisdayanti; Neni Marlina; Nita Sari Narulita Dewi
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 1 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i1.1125

Abstract

This case study aims to discover the undergraduate students' emotional response towards supervisors' Written Corrective Feedback (WCF) in their thesis and examine its impacts on their thesis writing process. This research was conducted at one university in Tasikmalaya, West Java, Indonesia by involving three undergraduate students as the participants. Semi-structured interview was used to collect data then it was analyzed using thematic analysis from Braun Clarke (2006). The results revealed that the emotional responses felt by students included positive emotional responses consisting of acceptance of feedback, satisfaction, and feeling of happiness; and negative emotional responses consisting of rejection of feedback, dissatisfaction, distraction, frustration, disappointment, and sadness. Meanwhile, its impacts on their thesis writing process were improving undergraduate students' consciousness in writing thesis, enthusing to complete the thesis immediately, and discontinuing writing thesis for a certain period of time.
TEACHER’S BELIEF ABOUT DIGITAL LITERACY BASED ON THEORY OF PLANNED BEHAVIOR Hening Laksani
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v3i2.1269

Abstract

Digital literacy is a significant component of 21st-century learning the teachers need to possess. In the education context, however, the impact of the rapid development of digital technologies requires teachers as learning facilitators and motivators to employ digital literacy to prepare the students in digital environments. In spite of its importance, research observing teachers’ belief about digital literacy in English Language Teaching context is limited. Hence, this study aims to investigate teachers’ belief about the integration of digital literacy in English Language Teaching particularly through three aspects of teacher’s belief namely teacher’s behavioral belief, normative belief and control belief. Accordingly, a descriptive study on English in-service teachers is used in this research. In this matter, the participants were purposively selected based on the consideration that the participants could give sufficient information to answer the research questions. In order to examine the topic, five English in-service teachers considered as the participants were examined through interviews as the data collecting techniques. The findings indicated that the behavioral belief was related to the implementation of the concept of digital literacy in terms of developing students’ 21st-century skills, normative belief dealt with the expectation in social context both administrators and parents, while control belief was about the availability of particular digital technology to be implemented in the classroom. The findings of this study expected to provide an overview of the teacher’s belief which drives the integration of digital literacy in the classroom. This study provides an overview of teachers’ beliefs in integrating digital literacy which help teachers to personalize their professional development to adjust the digital era into teaching-learning instructions.

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