Contextual Redefinition Strategy for Management Students

Pratiwi, Berlin Insan; Rakhmasari, Dwi Lia

doi:10.30595/lks.v12i2.3354

Cited by 2 publications

(2 citation statements)

References 2 publications

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“…Lecturers were agree that they emphasized the importance of knowing the context in delivering word-level cross-cultural understanding. This finding is supporting Pratiwi and Rakhmasari (2019) findings; conducting ESP class with a contextual approach is the proper one for it provides chances for students to see the word in the most proper case and situation.…”

Section: Word-levelsupporting

confidence: 84%

Cross-Cultural Communication Understanding in Business and Economics ESP Teaching

Pratiwi

2022

English Education and Literature Journal

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Language teaching should have portions for cultural reviews and studies that are relevant to the topics and learners’ needs. This research was qualitative descriptive aimed to describe the cross-cultural understanding implementation in business and economic ESP class. It is significant to describe the class realization toward cultural aspect understanding since the findings are expected to enhance future class preparation. Better cultural-based-prepared material is believed to bring a better social impact on learners. Lecturers’ and students’ perspectives based on several interviews were the basis for final finding construction. Three English lecturers were involved. Snowball sampling was the sampling method employed resulting in 40 students involved in interviews. In the context of business and economics ESP in Universitas Putra Bangsa, lecturers provided material related to cross-cultural understanding in verbal realization i.e. in the level of words, phrases, clauses, and sentences. The above levels were introduced by the lecturers with cultural and contextual approaches. Students expected more strategic-applicable utterances for daily communication in a workplace setting. Lecturers delivered the general importance of non-verbal cross-cultural understanding in the form of kinesics (eye contact and gesture), proxemics, and artifactual in a workplace setting. Kinesics was prominent, while proxemics and artifactual were least prepared. Students found practical activities in non-verbal cross-cultural understanding realization were interesting and challenging. Keywords: communication; cross-cultural understanding; English for specific purposes

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Section: Word-levelsupporting

confidence: 84%

Cross-Cultural Communication Understanding in Business and Economics ESP Teaching

Pratiwi

2022

English Education and Literature Journal

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“…Therefore, the language learners use the strategy to learn a language became one of the significant questions in the field of language teaching. Tierney and Readence (2005) Redefinition is a learning strategy that is focused on increasing vocabulary mastery (Pratiwi & Rakhmasari, 2018). Contextual redefinition will make it easier for students to find the literal meaning of vocabulary that is difficult for them.…”

Section: Introductionmentioning

confidence: 99%

Contextual Redefinition : A Teaching Strategy for Enhancing Beginner Level of Reading Achievement

Sari¹

2020

JEES

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Reading is the most important skill for both English as a Second Language (ESL) and English as a Foreign Language (EFL) learners especially in academic context, because the students need to comprehend and deal with al reading aspects and diffculties. Departing from those needs, so it takes a strategy in teaching reading, especially basic reading. Contextual Redefinition is a strategyof teaching that helps students learn the significance of context clues in understanding the meaning of a word or concept. This research design is classroom action research. This study purposes to determine the extent to which the Contextual Redefinition strategy can improve students' vocabulary mastery and to find out factors of increasing students' vocabulary mastery. The subjects of this study were 26 English Education students of first semester. The research instruments were vocabulary tests, observation checklists and field notes, and questionnaire. Based on the results of the vocabulary test, there was an increase in students' vocabulary mastery from 30.77% at the beginning of the data to 42.30% in cycle 1 and 65.38% in cycle 2. The factors that increased students' vocabulary mastery were educator factors (class management) and students' factors (interests, enthusiasm, participation, and attention).

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Contextual Redefinition Strategy for Management Students

Cited by 2 publications

References 2 publications

Cross-Cultural Communication Understanding in Business and Economics ESP Teaching

Cross-Cultural Communication Understanding in Business and Economics ESP Teaching

Contextual Redefinition : A Teaching Strategy for Enhancing Beginner Level of Reading Achievement

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