Journal Resume 14

USING FACEBOOK IN ELT: HIGHER SECONDARY TEACHERS’ PERSPECTIVE IN BANGLADESH

Md Mahadhi Hasan

Lecturer in English & PhD Researcher

Infrastructure University Kuala Lumpur (IUKL)

Centre for Post Graduate Studies, Infrastructure University Kuala Lumpur (IUKL)

Nadia Amin Labonya

Assistant Professor at Govt. of the People's Republic of Bangladesh, & TESOL Graduate from Monash University, Melbourne, Australia 

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This study explores the perspective of Higher Secondary teachers in using Facebook for learning English language. This study conducted in ten leading goverment institutions for higher secondary education in Bangladesh. This involves 100 teachers. In conducting the study, the author use questionaire in this survey. The questionaire consist of two sections. In Section A, participants’ gender, language ability, teaching experience and usability of FB were collected. And Section B was designed to explore information about teacher’s perspective on FB as an ELT tool with a construct.

The survey found teachers quite comfortable in using FB in their personal and administrative work but at the same time it is also found that these same teachers are not using social software tools in teaching-learning technique

The study leaves few important recommendations for the teachers and researchers. First, the teachers need to be educated in ICT sector. Second, teachers need to practice the learnt IT skills. Third, teachers need to incorporate English topics or contents into Facebook. Learners need to utilize Facebook for learning purposes besides entertainment. Finally Facebook can be included as a tool for learning English language at Higher Secondary level. 

Journal Resume 13

OBSERVING CONTEXTUAL TEACHING AND LEARNING ON STUDENTS’

ACHIEVEMENT IN WRITING RECOUNT TEXT

Dr. TienRafida

Faculty of Tarbiyah and Teaching, State Islamic University of North Sumatra (UINSU),

Medan, Indonesia

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This research is held to observe the effect of contextual teaching and learning on students’ achievement in writing recount text. This research conducted at eight grade students of

Swasta Bina Bangsa junior high school, Batubara Regency. The students are given an instructive test form to write a recount text on the pretest and post-test. The contextual teaching and learning are given after the pretest done. From the result of the test, Students’ achievement in writing recount text taught by using contextual teaching and learning are  higher than that taught by using lecture method which mean contextual teaching and learning is better used to improve the students writing achievement in recount text than lecture method. It also improve the ability and the activeness of the students in writing recount text.

Journal Resume 12

THE EFFECT OF HOLISTIC AND DISCRETE TASKS ON ENGLISH WRITING PERFORMANCE OF STUDENTS WITH DIFFERENT LEARNING STYLES

La Dunifa

English Education Study Program, Dayanu Ikhsanuddin University, Indonesia

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This study is held to know the effect of using holistic and discrete task on english writing performance with different learning styles. The learning styles are visual, auditory, and kinaesthetic. This study involves 150 students from three junior high school at Buton Regency during 2014/ 2015 school-year. The experiment applied with 2x3 factorial design. The author give three hypotheses. From the result, it showed that EWP (English Writing Performance) of students given holistic is better than those of student given discrete. It also showed there are no signifiant difference in EWP among visual students, auditory students and kinaesthetic students. 

Journal Resume 11

USE OF MULTIMEDIA TECHNOLOGIES IN ENGLISH LANGUAGE LEARNING: A STUDY

Simhachalam Thamarana 

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This study aimed to see the students’ attitude of using multimedia technologies in english language learning. The method of getting data is by using questionaire. The author start the study by giving a questionaire to know the students’ attitudes towards the use of multimedia technologies. After that the author give another questionaire about technologies. The technologies asked in this study are e-books, mp3 players, animations, and video players.

The result shows the students agree with the use of multimedia technologies. The result showed almost of students involved in this study said that they agree with it. In this case, the author also said it can motivate the student in learning english.

Journal Resume 10

NATURE, IMPORTANCE AND PRACTICE OF LISTENING SKILL

Dr. Henry Erhamwenmwonyi Asemota

Professor, Department of English, School of Languages, College of Education  Benin City, Nigeria. 

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This study told us in order to be a good listener, therefore, we should virtually absorbs all the speaker’s meaning by being sensitive to tone of voice, facial expression, and bodily action as well as to the words themselves. Sincerity, depth of conviction, confidence, true understanding, and many implications may well be revealed, regardless of the words used. We also hope to gain information from listening to a speaker. Then, are we able to evaluate the speaker’s ability. We are also able to consider the speaker’s method to help us determine what elements we should adopt and what elements we should avoid.

The author suggest teachers should use a variety of techniques to help students learn good listening skills and acquire grammar and vocabulary needed at their level. Developing adequate listening skills is an important tool for language acquisition, and language teachers should utilize this to guide their students in attaining language proficiency.

Journal Resume 9

THE IMPROVEMENT OF STUDENTS’ WRITING SKILL ACHIEVEMENT

THROUGH ERROR ANALYSIS METHOD 

Wy Dirgeyasa

Universitas Negeri Medan (State University of Medan)-Indonesia 

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This research using EAM (Error Analysis Method) in improving students’ writing skill. This research is carried out at English Department, Faculty Languages and Arts, State University of Medan in the academic year of 2012/2013. The data of the research are presented by cycle consisting of three types namely (1) pre-test of students’ writing achievement, (2) post-test of students’ writing achievement in cycle I, and (3) post-test of students’ writing achievement in cycle II or the end of the research. it can help the students to improve their writing achievement significantly. it also provides the students’ to have positive and good perceptions toward the EAM for teaching and learning writing skill of English. Also, the EAM can lead the students to think critically and analytically about the subject they learn.

The author recommend that the EAM can also be used for other relevant subjects. In order to get a good and significant achievement in teaching and learning, it should be implemented gradually and systematically. 

Journal Resume 8

VIDEO CLIPS USED AS AN ASSESSMENT TOOL IN LISTENING PLACEMENT TESTS

Maryam Memarzadeh¹ and Mohammad Shariati²

 ¹Department of Foreign Languages, Islamic Azad University, Kerman Branch, Kerman, Iran ²Department of Foreign Languages, Islamic Azad University, Jiroft Branch, Jiroft, Iran

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This study held to know the effect of using videos in assessing listening skill in a placement test in Iran. The test involves 100 language learners that assigned into two groups. An experimental group  recieve oxford placement test, and a control group recieved video placement test. Each group contains 50 subjects. All the subjects were assessed by a multiplechoice test based on video activity books named ‘Four Corners and English Result’.

The findings obtained in this study led to the conclusion that most of the raters admitted that applying video clips can improve the quality of placement tests. They also believe that the video placement test was a good indicator of an accurate placement test and assessed the participants’ performances during the placement test appropriately; therefore, the institute could use video as a facilitator channel for assessing the participants’ skills.

In Indonesia, using this method –using video clips as an assessment tool– can be an interesting way in listening placement tests. Which it will attract more people to be a english learner.