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[ENGLISH INSTRUCTIONAL MATERIALS FOR THE INTEGRATED ISLAMIC ELEMENTARY SCHOOL (SDIT) ]]>
<![CDATA[Melati Sri Utami]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsatiningsih]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v3i2.1270
<![CDATA[The global trend to include English program in the early years of primary education in recent years has given ascend to the need for experienced teachers who was teaching English to young learners. There are kind of instructional materials for teaching English to the young learners. However, not all of instructional materials can be used effectively and appropriately in the classroom especially in an integrated Islamic school which is adopted and combined both government curriculum and integrated Islamic curriculum. Therefore, this research aims in investigating kind of instructional materials that generally used by the English teacher and the impacts of using instructional materials toward the learning environment. Further, the researcher also described the challenges of English teachers in adopting the instructional materials at integrated Islamic elementary school. To reach the aims, a descriptive qualitative study design is conducted towards the participants: seven English teachers from different integrated Islamic elementary schools in Central Java. The research employed questionnaire and interview to obtain the deeper data. The findings of the research are expected to provide an overview for English teacher in choosing the appropriate instructional materials with any considerations since they can motivate the young learners in learning English as a foreign language especially at the integrated Islamic elementary school.]]>
<![CDATA[STRATEGIES OF TEACHING SPEAKING IN ENGLISH TO DESA BAHASA SRAGEN’S STUDENTS ]]>
<![CDATA[Novita Indah Purwaningsih]]>;
<![CDATA[Agus Wijayanto]]>;
<![CDATA[Ngadiso Ngadiso]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v3i2.1271
<![CDATA[This research aims to find out the teachers’ strategies of teaching speaking. To reach the goal, a case study on two teachers is used in this research. The participants of this research are two teachers in Desa Bahasa Sragen. The researcher is interested to conduct the research there because it offers a program called ten days English acceleration program. It claims that the students will be able to speak English fluently after joining the program.. The researcher used and the teachers’ interview to collect the data. The finding shows that there are three strategies are used at Desa Bahasa Sragen, they are: cooperative activities, creative task and drilling. The findings of this research are expected to be beneficial for the teachers on conducting the English teaching learning process, especially in teaching speaking in formal school.]]>
<![CDATA[GENDER REPRESENTATION IN INDONESIAN EFL HIGH SCHOOL TEXTBOOK THROUGH CONVERSATION TEXTS ]]>
<![CDATA[Mullynanda Pontiaka]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v3i2.1273
<![CDATA[Gender representation in schools is one such field of ELT study. Since students spend most of their time at school, gender representation could affect students’ language use and social life. Half of the influence comes from the material they learn; it is a textbook. A textbook is a crucial device to deliver language and social behavior. Asking male to start the discussion, and the female has less portion in two ways communication are the acts of gender stereotyping in language. The concern about it is an up-bringing judgment through social behavior. Otherwise, the textbook is not a single-handed influence because students' attitude in social life matters. The need for students' awareness of avoiding gender bias sets this article. Another objective is to reveal how gender role represented in conversation tasks of high school English textbook. This investigation also examines gender-neutral and gender-marked constructions used in conversation texts. The researcher undertakes a content analysis in a textbook with a qualitative research method. The researcher decides it is a content analysis research design. Afterward, the researcher concludes that gender role in conversation texts of English textbook is fairly represented and the English textbook has progressive content. As the example is the appearance number between men and women is equal. Through this research, the researcher expects that education practitioners (students; teacher) understand non-gendered/gendered-words and practice conversation without stereotyping gender role textually and socially.]]>
<![CDATA[INVESTIGATING COLLABORATIVE RESEARCH PROJECT IN INDONESIAN UNDERGRADUATE PROGRAM: BENEFITS AND CONCERNS ]]>
<![CDATA[Melisa Sri]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v3i2.1268
<![CDATA[Learning to research might become a challenge for undergraduate students since it needs navigating skills on how they look and relook the current trends in particular area globally. Although this study is not a new endeavor in ELT contexts, there remains lack of empirical evidence how it was experienced by undergraduate students in an Indonesian EFL context during a collaborative research project. In response to this, this study aims to explore how the students’ learning experiences in conducting this collaborative project (e.g., researching and reporting the research project). Framed in exploratory case study the data is collected through a survey given to 107 student teachers and in-depth semi structured interview to four student teachers in an English education department which were then thematically analyzed. Finding and implications of the study are provided further in this paper.]]>
<![CDATA[READING ANXIETY IN ENGLISH AS A FOREIGN LANGUAGE FOR UNDERGRADUATE STUDENTS IN INDONESIA ]]>
<![CDATA[Azizatuz Zahro Al Faruq]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 3, No 2 (2019): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v3i2.1275
<![CDATA[Exploring students’ anxiety and its sources in a foreign language have highly paid the attention of many researchers in the field of foreign language teaching and learning, especially in English Language Teaching (ELT). On the other hand, the anxiety and its sources of foreign language learning itself affect the achievement of specific language skills such as reading which has infrequently been investigated. Some studies focused only on Foreign Language Classroom Anxiety and/or also Foreign Language Speaking Anxiety in EFL undergraduate students. Thus, this research was intended to investigate students’ reading anxiety in English as a Foreign Language (EFL) of the undergraduate student class. There were 37 non-English program undergraduate students participated in this research. The research method was a case study. The data were collected using questionnaires that measured students’ anxiety and the sources of students’ anxiety in reading context, Foreign Language Reading Anxiety Scale designed by Saito et al. (1999) and the questionnaire developed by Ahmad et al. (2013). The research found out that most students identified anxiety in medium level. The sources of students' reading anxiety were based on the material features including unknown vocabulary and unfamiliar culture as the most sources. The personal factors found were afraid of making errors which is less than worry about reading effect. The implication is the lecturers can assist foreign language students to reduce foreign language reading anxiety by improving the students’ self-confidence to deal with the personal factor.]]>
<![CDATA[PORTRAYING EFL STUDENTS’ LEARNING STYLES IN UTILIZING MOBILE –ASSISTED LANGUAGE LEARNING: HOW TO BE A GOOD LANGUAGE LEARNER? ]]>
<![CDATA[Vina Fauziah Fitriani]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v4i1.1796
<![CDATA[The advancement of new digital environments and mobile technologies has significantly led to the creation of new theories and models of language education to address the needs and opportunities of the 21st century. Mobile-Assisted Language learning (MALL) is emerged as one of the technological education in promoting ubiquitous learning among students. Since the uniqueness of individuals in processing knowledge, it is necessary to recognize the effectiveness of MALL usage in facilitating diversity of students’ learning preferences. Grounded in VARK framework of learning styles questionnaires and technological acceptance model (TAM), this study aimed to portray EFL students’ learning styles in using MALL to promote learning autonomy as well as the effectiveness of MALL as a platform to learn English. Semi-structured interview of selected participants was conducted in order to gain the data needed afterward. In analysing the data, descriptive statistics and content analysis were employed. This study found that most of the students perceived MALL as beneficial to enrich their learning styles and make them easier in learning language. Furthermore, to be a good language learner, orchestrating learning styles as well as applying metacognitive strategy in utilizing MALL is suggested. However, in integrating mobile devices in the classroom, the teacher should aware with students who are unfamiliar with autonomous learning practice, dependence and less-motivated. Thus, future research is expected to investigate teacher’s strategy in integrating MALL to promote language learning autonomy. Keywords: Language learning styles, MALL, EFL, good language learner, tertiary education]]>
<![CDATA[STUDENTS' PERCEPTION ON THE USE OF ROLE PLAY BY TUTOR IN CLASSROOM ]]>
<![CDATA[Ruslan, Ruslan]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v4i1.1797
<![CDATA[The use of learning methods that are in accordance with the conditions of students is a must for teachers in order to maximize the results of the learning process. One method that can be used is role play. This study aims to determine student perceptions of learning activities followed by students who use the role play method by the teacher during the learning process in the classroom. Data is collected by using interviews with students who have carried out role play activities. Data were analyzed using thematic analysis techniques (Braun Clarke, 2006). The results show that use of role play can: (1) increase students' confidence to communicate with others, (2) increase students' ability to build language competence, (3) increase students' motivation, (4) help students eager to learn (5) motivate students to be active in learning process. Thus, students' perceptions of learning using role play show positive student perceptions.]]>
<![CDATA[STUDENTS’ FEEDBACK AS A TOOL FOR REFLECTION: A NARRATIVE INQUIRY OF AN INDONESIAN PRE-SERVICE TEACHER ]]>
<![CDATA[Tresna Widya]]>;
<![CDATA[Asri Siti Fatimah]]>;
<![CDATA[Santiana Santiana]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v4i1.1775
<![CDATA[As one of the reflection tools for pre-service teachers, the students’ feedback becomes the basis for improving and developing their teaching skills. This reflection is really valuable so that they can use to evaluate the way they behave in their EFL classroom and to gather information from the students about their perceptions of teacher practice. In this study, the contribution of students’ feedback to the teaching performance of a pre-service teacher when doing teaching practicum was investigated. Using narrative inquiry design, this study focused on examining the experience of one of pre-service teachers during three months teaching practicum. Data were obtained from the diary written by the participant after teaching and getting feedback from six students in one of vocational schools in Tasikmalaya. Furthermore, the data were analyzed using narrative analysis (Ozyildirim, 2006) in order to find the use and contributions of this reflection tool for her teaching performance. The findings show that students' feedback becomes the valuable tool encouraging the pre-service teacher to frequently reflect and evaluate what she did in the classroom. It helps her to see the progress of her teaching performance from the students’ point of view and also figure out her strengths and weaknesses in teaching. Therefore, she can usually create better teaching performance and provide effective interaction and techniques in the classroom.]]>
<![CDATA[SOCIAL ACTORS IN AN INDONESIAN EFL CLASSROOM: A CRITICAL STUDY OF CLASSROOM INTERACTION ]]>
<![CDATA[Nurul Hudadatun]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v4i1.1813
<![CDATA[Wenden (2005) explained that representation social actor show how actor (people, or group) are represented in the discourse. In the previous studies there were several context about representation social actor, such as culture by lawless (2004) politic by Amer (2017), and lectures of people by Dashiti (2017). In this present study discussed about representation social actors in education context that focused on teachers as social actors by using content analysis as the design of the study and categorizations from van leuween (1996). Socio-semantic inventory also used to reveal the identities. Thus, the aim of this study is revealing the identities of two teacher during teaching English text in senior high school in Tasikmalaya. The finding showed that teacher identities that appear as in following: active teacher, powerful teacher, democratic teacher, facilitative teacher, and polite teacher. Thus, 5 identities found represented teacher identities in teaching English text in the classroom.]]>
<![CDATA[DIGITAL LEARNING USING BLENDED POE2WE MODEL IN ENGLISH LESSON FOR FACING 21ST CENTURY CHALLENGES ]]>
<![CDATA[Sulastri Herdiani]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v4i1.1762
<![CDATA[This study aims to (1) describe the steps of Blended POE2WE model in English lesson; (2) test the effectiveness of the Blended POE2WE model in English lesson, and (3)describe the attitudes and activities of teachers and students when implementing the Blended POE2WE model in English lesson at one of the senior high schools in Ciamis, Indonesia. The method used in this research is mixed method. Data collection techniques used in this study are questionnaire, observation and documentation. Likert scale is used to measure attitudes, opinions, and perceptions of teachers and students. To measure the effectiveness of the POE2WE blended model in English lesson, a t-test was used using SPSS software with the provision that t count t table. The results show that the steps of learning using Blended POE2WE models were in accordance with 21st century competence (4C). The t-test on the final test between the model and control groups in each class is as follows: (1) t-test on the final test of class X Social 2 with the X Social 5 is t = 13.189; (2) t-test on the final test of class X Social 3 with the X Social 5 is t = 14.946; (3) t-test on the final test of class X Social 4 with the X Social 5 is t = 6.290. Based on the data analysis results, it can be concluded that the final ability test for students in the control class has a significant difference (t tabel 1.66) so that this model is effective to use for improving student achievement in English lesson. Meanwhile, the students’ attitudes towards the implementation of the POE2WE blended model showed improvement, by which students' attitudes towards the learning process is 60.18%, towards the teaching materials is 54.63% and towards the English teachers is 71.29%.]]>
