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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 118 Documents
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Students’ Perspectives on Explicit Teaching in Reading Comprehension in an Online Classroom Anit Pranita Devi; Suroto Suroto
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3601

Abstract

This study examines students’ perspectives of the implementation of explicit teaching of reading comprehension strategies in an online academic reading classroom context at a university in Sumedang, Indonesia. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from an in-depth interview of students involved in the online This study examines students’ perspectives of the implementation of explicit teaching of reading comprehension strategies in an online academic reading classroom context at a university in Sumedang, Indonesia. The study employs qualitative research design embracing the characteristics of a case study. The data are obtained from an in-depth interview of students involved in the online academic reading classroom who have been taught using explicit reading strategies instruction for one semester. The objectives of the study are to explore students' perspectives of the role of the reading instructor, how the explicit instruction assists them in improving their academic reading, and the obstacles they find during the instruction. The data are analyzed descriptively by conducting data reduction and categorizing the data based on the three aspects formerly mentioned. The interview result points out a positive view about the implementation of explicit teaching of reading strategies and its effects on the students’ academic reading improvement. The students also emphasize an essential role of the reading instructor in guiding the students to master academic reading strategies in the online classroom environment. The major obstacles encountered by the students are common technical problems like connection, audio and video as well as the problems with their fluctuating motivation in doing the online learning. However, all these problems are not related to their positive view about the application of the explicit teaching of reading strategies in the classroom. Keywords: explicit teaching, reading comprehension strategies, students’ perspectives
Assigning Humorous Recount to Promote Speaking Fluency in Indonesian EFL Classroom Christian Albert Lewier
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.2051

Abstract

The present study investigated the effect of assigning students to orally present their personal humorous recounts on their speaking skills. The results of this study reveal that the participant students at English Study Program of Teachers Training and Educational Sciences, Pattimura University experienced an impressive gain in speaking performance. This quasi-experimental study shows that this approach is effective in encouraging students to use target language more frequently in an unthreatening and fun situation. Thus, provide psychological support for students when they have to use target English language. This strategy provides ways to activate many language elements such as grammar, vocabulary and pronunciation the students have previously learned. The mean score of experiment group’s posttest is 73.89 higher than control group which is 70.71. Students in the experimental group have reported that they were able to alleviate many psychological inhibitors to speaking in public and improved their speaking skill considerably. The observation indicated that the class dynamic was increased. Implication for teaching speaking is further discussed in this article.Key words: Humor, Speaking, Fluency, EFL, Storytelling.
Student Recruitment Strategies of an Indonesian Private University Website: A Multimodal Social Semiotic Mia Rosliana; Piqni Patimah; Hilda Nursyifa
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.4317

Abstract

Recently, empirical investigation focusing on website analysis remains burgeoning. Conversely, research accentuating student recruitment strategies in websites is still under-researched, particularly in Indonesian private university websites. To fill this gap, this study aimed to scrutinize how a private university employed recruitment strategies through its website viewed from a multimodal perspective. The corpus of this study was a homepage website of the private university. It was collected through document analysis and analyzed with Multimodal Social Semiotics (MSS) (Kress, 2010). The findings reported that the university website provides an attractive appearance on its website, so it can attract the attention of its website visitors. Briefly, this study offers valuable insights to conceptualize, design and inform audiences from a multimodal perspective. 
Teacher's Perception of Students' Silence in EFL Classroom Context: A Case Study Della Putri Kandilla; Nita Sari Narulita Dewi; Ratu Sarah Pujasari
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): 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.v5i1.2788

Abstract

Numerous studies have investigated the phenomenon of students’ silence in the EFL classroom context. However, they are less attention in documenting the emergence of the teacher’s perception. Therefore, the present research aimed to dig the teacher’s perception and also seek the solution or teaching strategies that can be applied for encouraging silent students in the learning. The research is a case study and the data collection is using qualitative design through a semi-structured interview which involves a female teacher who has taught for about 30 years in one secondary school in Tasikmalaya. The data is analyzed thematically and the results showed that the teacher perceived the phenomenon of students’ silence into psychological aspects, students’ low self-motivation, and low self-confidence in language learning. The present research revealed that teacher’s perception influences all of the actions that applied in the classroom. The contributions are also viewed from the present study. They are teaching strategies such as integrated game-based learning (GBL), incorporated role-play, group presentation, and built a positive teacher-student relationship, and conducted external encouragement like appreciation. Those can be practiced by the teacher, novice teacher, or student-teacher particularly in dealing with the phenomenon of students’ silence itself.
Scrutinizing the Reasons for Using First Language in EFL Classrooms Dea Silvani; Tia Pertama
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): 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.v5i2.4310

Abstract

Using first language in the English class remains a controversial and an interesting issue to investigate, since it becomes an inevitable phenomenon especially in EFL contexts. Thus, this present study aims to investigate the underlying reasons for using L1 by both students and teacher in the EFL classrooms. In this case study, semi-structured interview was used to collect the data from the teacher and the students related to the reasons of using L1 in EFL classrooms. Thematic Analysis (Braun Clarke, 2006) was used to analyze the data. The research results showed that the teachers generally used L1 because they believed that it supported the effective process of language teaching, since it can avoid students’ confusion over the materials being discussed, and it can make the students feel more comfortable in joining teaching and learning process. Meanwhile, the students used L1 mostly because of their natural habit, lack of confidence, and fear of making mistakes due to their low proficiency level in using English. Additionally, they also consider that using L1 was easier to communicate their ideas. In conclusion, L1 plays some supportive roles in English class. However, its use must be re-examined, since it should be used appropriately to achieve the better learning outcomes.
Exploring Narrative Accounts of Indonesian Academic Returnee: Expectation vs Reality Trias Novita Imawati; Irfan Rifai
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3772

Abstract

Academic returnees have become a trending issue recently. One issue concerns the reported challenges when they returned to their home country and re-integrated into their academic environment. This research aims to better understand the Indonesian academic returnee returning to the Indonesian academic sphere, particularly the returnee who teaches English in higher education. This study is grounded under narrative inquiry. Narrative interviews with four English lecturers, three women, and a man, were used to unpack their challenging experiences. The present research shows two types of challenges faced by Indonesian academic returnees, academic and social culture. Concerning academic culture, the returnee often experienced different conceptions of the current English language teaching methods. Social culture is closely related to their inconvenience of being on-time and disciplined persons. This research is expected to provide more nuanced about the challenges of academic returnees re-integrating into the academic milieu. Keywords: narrative accounts, Indonesian academic returnee, reverse culture shock
Students' Perceptions on E-Learning Use in Fourth and Sixth Semesters of English Department in UMPO Ana Maghfiroh; Risqi Ekanti Ayuningtyas Palupi; Galuh Erlina Putri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.2038

Abstract

This research is qualitative descriptive research with the subject are the fourth and sixth semesters of the English Department at the Muhammadiyah University of Ponorogo (UMPO). Semesters four and six each consist of 16 students. So the total number of respondents was 32 students. The data collections were questionnaires, observation, and interviews to find out student's perception of E-learning use, E-learning element, and the impact of students in E-learning use. The results of the study show that according to students' perception E-learning is effectively carried out in lectures because with E-learning, students can access lecture material wherever and whenever. Besides, by using E-learning, the learning resources and learning activities of students are also diverse because E-learning is equipped with attractive features. One of the E-learning platforms used by English Department lecturers at Muhammadiyah University in Ponorogo (UMPO) is Bebas UMPO (MOODLE), Google Classroom, Edmodo, and Whatsapp. There are some standard features from applications/platforms that used by lecturer: Features from Bebas UMPO are "Forums", "Quizzes", "SCORM packages", "Resources", and "Assignments"; feature from Google classroom is "Classwork"; part from Edmodo are "Chatting," and "Quiz" and feature from Whatsapp is "Group chat". The result of the study is students more active in responding during lecture activities using E-learning. Keywords: Students' perception, E-learning
Using Social Media for Online English Assignments: Problems and Solutions Marisa Fran Lina
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): 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.v5i2.3579

Abstract

Social media are widely used in today’s activities for all levels of humans. In students’ daily activities, updating their status through social media is like a must. Thus, the writer wants to highlight her teaching activity to something that her students love doing in it. English and social media become her concern to write this paper. Therefore, the aim of this research is to find out the kind and examples of vocabulary learned and appropriate grammar that appear in the students’ social media during this online learning era. She will also tell the steps, challenges and solutions based on her English teaching experience. The method is qualitative research, by finding, describing and analyzing the data in students’ social media after online learning English. The data shows that many students apply correct grammar, but only a few students use vocabularies learned from online class to update their status in social media. Besides, the lecturer provides some suggestions to fix their errors in using the words in a sentence. This research is supported by other relevant studies about the advantage of social media in learning and it  tries to contribute ideas toward different opinions from other researchers. The findings also more detailed on the use of correct English grammar and vocabulary in social media.
EFL Learners’ Motivation in English Camp Setting: Self-Determination Theory Perspective Bian Candra Garhani; Yusup Supriyono
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 1 (2021): 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.v5i1.2983

Abstract

A numerous study focused on learners’ motivation using Self-determination Theory perspective in language learning has documented in ESL/EFL Context. However, there is still limited study that investigates motivation in self-determination theory where the context in language learning particularly in English camp. Hence, this study investigates the perceived motivation using Self-determination theory by EFL learners in English Camp Program. Case study used as a research design which is to investigate the phenomenon of motivation in English camp. The data were collected from four learners as the participants in English Camp Program by semi-structured interviews and analyzed qualitatively using thematic analysis. In sum up, this study discovered that English Camp able to create autonomous motivation through authentic learning, effective teaching strategy, and tutors as an agents’ roles. In the end, the contribution of this study is to facilitate educator, especially in English language learning to create high-quality motivation.
Self-esteem and Language Learning: empirical evidences from the past two decades Danica Anna Dee Guban-Caisido
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 2 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i2.1766

Abstract

Self-esteem is among the well-researched emotional variables in any field of study. Language learning is a specific domain at which self-esteem plays an important role and where it is particularly endangered because of the unique nature of the language classroom. While there is an abundance of studies regarding self-esteem in educational psychology, few have focused on its effect on language learning. This study aimed to present an overview of the current developments and trends in the studies regarding self-esteem and language learning in the past two decades. Employing keyword search collocations of self-esteem and language learning, self-esteem and second language, self-esteem and foreign language, this review utilized 20 articles for full-text analysis after elimination of other variables. The results, divided into three trends, consistently show that there exist relationships between self-esteem and language skills, self-esteem and second or foreign language proficiency, as well as self-esteem and other emotional variables within the language classroom. Keywords: self-esteem, language learning, second language, language proficiency, correlation 

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