Discrimination Behind Nest and Nnest Dichotomy in ELT Pofesionalism

Dewi

Daulay

et al. 2019

KSS

Social media has now much been integrated as a learning platform in various educational settings, including those in Language Teaching and Learning (LTL). Increasing number of studies has also reported the effectiveness of social media to support LTL activities. This present study aimed to investigate whether Facebook, as the most popular social media in Indonesia, would be an effective learning tool for EFL university students taking advanced writing class. This study employed a case study qualitative approach. The data were collected through questionnaire, interview, and observation of students’ discussion on Facebook and then analyzed using frequency count and thematic content analysis. The findings reveal that most students find the use of Facebook in writing class effective in boosting their confidence in using English as communicative means, encouraging their participation in class discussion, and improving their English language proficiency, particularly the writing skill. This study suggests that Facebook can be used as a supplementary learning tool in higher education classrooms as it brings positive effect not only on students’ learning habits but also competence.

mentioning

confidence: 99%

Using Facebook in EFL Writing Class: Its Effectiveness from Students’ Perspective

Dewi

Daulay

et al. 2019

KSS

“…Regarding the importance of foreign language mastery, Indonesian government made English the only foreign language mandatorily taught in formal educational institutions from secondary up to university level (Fithriani, 2017). This decision could be understood as English is the world's most widely spoken language (Fithriani, 2018). However, it does not mean that educational institutions in Indonesia offers only English as the foreign language to AICLL 2019 learn.…”

Section: Introductionmentioning

confidence: 99%

A Contrastive Analysis of Indonesian and Arabic Phonetics

Nasution

Syahnan

et al. 2019

KSS

There are some factors causing some challenges for non-Arabs speakers in learning Arabic, which include non-linguistic and linguistic ones. These factors also influence Indonesian students learning Arabic as a foreign language. In general, Indonesian students find difficulties in learning Arabic due to a number of differences between Indonesian as their first language (L1) with Arabic as the target language (L2) at almost all aspects of linguistics. The process of learning L2 which does not show its linguistic equations in their L1 has led the assumption among Arabic students in Indonesia that the language is difficult to learn. Therefore, this study aims to: (1) describe the similarities between Indonesian and Arabic phonetics; (2) describe the differences between Indonesian and Arabic phonetic; and (3) offer a formulation of Arabic learning pattern for speakers of Indonesian learning Arabic to help them learn the language easier. This research applied a comparative descriptive qualitative approach. The result of data analysis shows three findings; (1) There are 16 (sixteen) similar sounds of Indonesian and Arabic phonemes; (2) There are 7 (seven) Indonesian phonemes that do not exist in Arabic; and (3) There are 13 (thirteen) Arabic phonemes that do not exist in Indonesian. Based on these findings, it is suggested that the teaching of Arabic language should prioritize the similar sounds in Indonesian and Arabic.

“…As a global language, English become the world's most widely spoken language used by people of different mother tongues and countries of origin in immediate interactions (Fithriani, 2018). Therefore, the demand for higher level of English language proficiency increases significantly in latest days, particularly in countries where English serves as neither a first nor a national language.…”

Section: Introductionmentioning

confidence: 99%

Suggesting Critical-Thinking and Problem-Solving Method into Teaching English Reading to EFL Students in Indonesia

Sadri

Saidurrahman

et al. 2019

KSS

This article outlines the suggestion of critical-thinking and problem-solving into method to teach English reading to Indonesian EFL students. Since both terms could be elusively conceived by broad members of English language teacher or instructor and also the increasing demand of advance English proficiency, it could be perceived that picking up critical-thinking and problem-solving into teaching English reading in the EFL classroom would benefit to both teachers and students’ classroom achievement regarding to their distinguished purposes on the language ability. The study was conducted through reviewing a number of literatures outlining the implementation of the method in teaching English reading in the EFL classrooms. Moreover, the study also investigated the strengths and the weaknesses of the implementation of the method looked up through the vary of variables and cases on its implementation. It could be expected that this article could propose an idea to teaching English more effectively, efficiently, and advancing teachers and students’ level of English language competence