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Muhammad Fajri Hamdy
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INDONESIA
English Instruction
Published by Nalar Global
ISSN : -     EISSN : 26210177     DOI : -
Core Subject : Humanities, Education, Social,
Humanities Education Languange, Linguistic, Communication & Media Social Sciences
English Instruction (EI) is one of the journals published by Nalar Global Foundation, Indonesia and managed by the education development board. It aims to promote research and scholarship on Instructions in education at various educational levels. The education system is not only implemented in the classroom but also outside the classroom. It is a scholarly peer-reviewed journal focusing on policies, theories, implementation, and evaluation. This journal only publishes original papers (no plagiarism) of literature and field research that is written in English related to instructional design foundations and applications in English Language Teaching (ELT) including content and language integrated learning, technology enriched teaching, curriculum design and development, instructional design models for ESL/EFL at various educational levels, and English for professional and career development.
Arjuna Subject : Umum - Umum
Articles 4 Documents
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Search results for , issue "Vol. 5 No. 1 (2021): English Instruction" : 4 Documents clear
Analysis Low Proficiency Level Students’ Anxiety During Speaking English Salsa bila
English Instruction Vol. 5 No. 1 (2021): English Instruction
Publisher : Nalar Global

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Abstract

Anxiety is the state of feeling nervous or worried about something bad is going to happen. Some people in general situation will feel this feeling when they have no prepared or lack confidence. Example when a foreign language learner trying to speaking in English. Speaking skills are the skills that give someone the ability to communicate effectively. They give people the ability to convey information verbally and in a way that the listener can understand. This article aims to define the students' anxiety while speaking in English and its effect on students’ speaking skills so that they have a low proficiency level speaking English. This article also provides the factors that cause low proficiency level students’ anxiety during speaking English. This article uses some references such as journals, books, and other articles to get the data.
The Implementation of CLT in EFL Classroom Kalayo Hasibuan
English Instruction Vol. 5 No. 1 (2021): English Instruction
Publisher : Nalar Global

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Abstract

One approach that can be used in teaching English is Communicative Language Teaching (CLT). CLT has been widely implemented in several EFL classes. CLT can also be implemented in schools that use the 2013 curriculum. Implementation of CLT can help learners to be more active in learning and able to communicate competently. In implementing CLT, there are several obstacles faced by teachers or students such as teaching models, teaching materials, student participation and eavaluation. However, these obstacles can be overcome by the way teachers can understand what CLT is and apply creative language learning methods.
Learning English informally using online digital tools: The case study of Indonesian EFL learners Robi Kurniawan
English Instruction Vol. 5 No. 1 (2021): English Instruction
Publisher : Nalar Global

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Abstract

The internet has offered numerous opportunities for educational content delivery. The main current delivery models for learning a language online range from more formal structured approaches provided by schools and universities, which typically take place in a Virtual Learning Environment (VLE) or Learning Management System (LMS), to more informal unstructured approaches, including Virtual Worlds like Second Life and Massively Multiplayer Online Role-Playing Games (MMORPGs) like World of Warcraft. The purpose of this study is to analyse the experiences and perceptions of the online digital tools that provide engagement with the English language outside the classroom by the non-linguist students at an Islamic University in Riau province, Indonesia. The study is based on the quantitative and qualitative data collected employing an online questionnaire including Likert-type ratings, multiple-choice questions, and free-text responses to open questions. The questionnaire inquiries about students’ experiences with 17 technologies not related to their classroom activities, how frequently they are used, how helpful the students find them for their language acquisition in general, and how useful they are considered for the development of particular language competencies (writing, reading, speaking, listening, pronunciation, grammar, communicative competence). The results of the survey attest to regular students’ engagement with the English language involving online technologies, which leads to implications for foreign language learners, teachers, and researchers of second language acquisition for incorporating online digital tools for foreign language acquisition beyond the classroom. Being aware of how students engage with technology outside the classroom may facilitate educators in increasing learners’ engagement with the foreign language, provide additional practice, and produce an emotional response, which increases retention of information.
EFL Students’ Perception on Online Peer Feedback in Improving Their Academic English Writing Ability Dodi Settiawan
English Instruction Vol. 5 No. 1 (2021): English Instruction
Publisher : Nalar Global

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Abstract

The study aims to examine the perception of university students on the implementation of online peer feedback and to explore their patterns of interaction on online peer feedback in academic English writing. The study employed the embedded model of a mixed-methods research of which a qualitative strand was embedded in a quantitative analysis to reinforce the research design. The findings reported that the mean scores of the students’ perception on online peer feedback were positive after the implementation of online peer feedback training. The findings of written-reflections can be classified in four emerged themes. The themes include the writing and online peer-feedback process, developed their affective strategy, raised their critical thinking abilities, and their beliefs and changes for writing ability improvement. The findings of the study corresponded to each research question. Therefore, online peer feedback should be taken into consideration in academic writing class.

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