English Language Teaching for EFL Learners Journal

The Implementation of Translanguaging in English language Learning Video

Firly Nuryogawati — Sat, 30 Mar 2024 00:00:00 +0000

In this study, the researcher showed translanguaging implementation in the instructor's explanation in the English learning video on one YouTube channel and classified them according to Iversen's theory (2019). The researcher used content analysis to observe the three English learning videos on the GIA Academy. According to the report, the application of translanguaging in the three English learning videos evaluated is that the teacher utilizes translanguaging approaches that vary according to demands. Translanguaging is utilized in three English learning videos to explain each brief visual of the information in the form of PowerPoint to explain the subchapter, which is highly complicated learning content. The researcher also provided feedback on why the instructor applied translanguaging as one of the English learning strategies.

Indonesian EFL Students’ Perception on Hello Talk Application in Fostering Speaking

Alfinah Damayanti, Muhammad Hifdil, Islam Beny Hamdani — Sat, 20 Apr 2024 10:18:54 +0000

This study aims to investigate how students perceive the implementation of Communicative Language Teaching, specifically utilizing the HELLOTALK APP, to enhance their speaking skills. University of Islamic Zainul Hasan Genggong students participated in this descriptive qualitative research, which involved data collection through observation, field notes, and interviews. The analysis employed methods such as data reduction, data display, and conclusion. The findings indicated that most students recognized the positive impact of HELLOTALK APP in classroom activities, attributing it to the development of language skills and increased self-confidence. Although they found its implementation somewhat challenging, students expressed a preference for code-switching by the teacher during classroom activities. They also favored active discussion in pairs or groups, focusing on their respective fields of study, and recommended the integration of additional tools like online platforms and applications to enhance the learning process.

Using YouTube Videos to Teach Students’ Transactional Speaking Skills at Senior High School

Nur Lita, Indah Fadhilah Rahman — Sat, 20 Apr 2024 12:02:03 +0000

This research aims to find out the effectiveness of YouTube videos in teaching transactional speaking skills in the second grade of SMA Negri 12 Luwu. The pre-experimental research with pre-test and post-test was implemented as the design of the research. The population of this research was the second-grade students of SMA Negeri 12 Luwu consisting of 30 students taken using cluster random sampling. The instrument used to collect data was the speaking test. The result of the research presented that using YouTube Videos was effective in improving the students' Transactional Speaking skills, especially at Class XII IPA B at SMA Negeri 12 Luwu. This implies that the treatment had a significant effect on the students’ transactional speaking skills achievement.

The Effect of Using Iconic Gestures for Vocabulary Learning of the First Grade Students at MTs Muhammadiyah Sibatua Pangkep

Hasri Ainun, Sitti Nurpahmi, Masykur Rauf — Sat, 20 Apr 2024 15:14:30 +0000

This research aims to describe and analyze the teacher’s utterances about the code-mixing used and what factors influenced them to mix their languages. In answering these problems, researchers used a sociolinguistics approach. This research is classified as quantitative research; the data was collected by observation, documentation, and questionnaires, and analyzed using document analysis of the teacher's utterances. The researcher found, that the formulation related to type code-mixing, shows 240 code-mixed data by the teachers i.e.: insertion and alternation. The type of code-mixing most often appears on insertion was the insertion of a phrase (45.8%) followed by the insertion of the word (40.0%). Insertion of hybrid (8.3%) next, alternation (3.7%) and the last one was the insertion of repetition (2.0%). The factors that highly influence the teachers' code mixing used are bilingualism (83, 33%), vocabulary (81.25%), speaker partner (76, 04%), social community (72, 91%), situation (66,66%) and prestige (50%).

Analysing the Use of Code Mixing among Indonesian Junior High School Teachers of English in Pangkep Sub District

Syahruni Syahruni, Muhammad Syahruddin Nawir — Sat, 20 Apr 2024 15:24:29 +0000