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.

Journal Resume 7

INDONESIAN EFL TEACHERS’ APPLICATION OF TPACK IN IN-SERVICE EDUCATION TEACHING PRACTICES

Bambang Yudi Cahyono, Oktafina Dewi Kurnianti and Ira Mutiaraningrum 

Universitas Negeri Malang, Indonesia 

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This research shows the introducing of applying TPACK for Indonesial EFL teachers in improving the quality of their EFL instructional designs and teaching practices. The teachers attended 16-session course in which they were introduced to TPACK framework and were assigned to make instructional designs based on TPACK framework. Moreover, they were asked to teach their colleagues (peer teachers) by using the TPACK oriented instructional designs. At the end of the course the teachers were given a questionnaire asking the benefit of the TPACK-oriented teaching practice course in improving the quality of their EFL instructional designs and their EFL teaching practices.

The result showed taht the EFL teachers benefited a lot from TPACK-oriented teaching practice course and they have successfully prepared instructional designs and performed teaching practices by applying TPACK framework.

This study also give a suggestion to the participants (EFL teachers) need time to do self-contextualization of TPACK framework  to their own specific setting.

Journal Resume 6

Title: THE EFFECT OF PROVERBS ON LEARNING VOCABULARY THROUGH
VISUAL ORGANIZERS
Writer: Elham Baharian/ MA TEFL

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The study findings revealed that the proverb plus picture and the proverb group outperformed the control group with a significant difference. Therefore, teaching vocabulary through proverbs has a positive effect in vocabulary mastery and retention compared to the traditional method. The immediate tasks results displayed that the proverb plus picture had the highest gain of words compared to the proverb group but there was not a significant difference between these two methods. So, using proverb plus pictures may not have a significant superiority in the short run compared to the proverb group. However, the delayed tasks revealed that the proverb plus picture had a superiority over the proverb group across time with a significant difference. Hence, employing the visual organizers is effective on vocabulary mastery and  retention across time.

Journal Resume 5

Title: THE IMPACT OF USING WORDLISTS IN THE LANGUAGE CLASSROOM ON
STUDENTS’ VOCABULARY ACQUISITION
Writer: Gülçin Coşgun

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The purpose of this study was to explore the effect of using a word wall including a wordlist on vocabulary acquisition of Turkish EFL learners. To achieve this goal, the study consisting of 28 participants from classes was conducted. 

A pre-test was given before the treatment and a posttest was given after the treatment. The analysis and correlations of the obtained data clearly confirmed that using a wordlist on a word wall can be regarded as a working factor in fostering learners’ vocabulary acquisition.   However, although students in the experimental group made a greater gain than the students in the control group, there were still many words that were not learned after the treatment. This reveals that using a wordlist in the classroom as implemented in this study, may not be the ultimate solution to improve the vocabulary acquisition.

Journal Resume 4

Title: TEACHING VOCABULARY USING MATCHING WORD ON COMPUTER ASSISTED, LANGUAGE LEARNING

Writer: Sondang Manik, May Christiani
          Participant : The entire of the Ten Grade Students at SMA N 1 Siborongborong in the academic year 2016/2017

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Nowadays, as international language, English becomes important language. English helps people to communicate and to have interaction with other people from different countries, to communicate wills and also to develop science, technology, art and culture. Knowing and mastering English language will give the benefits for students.

This research design use the Classroom Action Research. Classroom Action Research was the research in the classroom or other school components. It is useful for improving and modifying teaching-learning process. Teacher will know the situation, students’ motivation and student’s problems in learning at class.

The result of quantitative data, it can be seen from the data which showed that the mean score of the students. In pre-test, the mean is 60,11, and percentage in pre-test is 8,33%. In the post- test in cycle I the mean is 70,91 and the percentage is 16,66%. In the post-test cycle II the mean score is 78, and the percentage is 61,11%. The percentages of competent students’ were also increased from the pre-test until the last test.

The qualitative data analysis from the interview sheet, observation and questionnaire sheet also provide the result indicated the improvement in teaching learning process from cycle I to cycle II. Based on the data, it can be concluded that matching word in computer assisted language learning significantly improved students’ vocabulary mastery.

Journal Resume 3

I made this post to fulfill an assignment of Writing V class I attend this semester.
 

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Title: THE EFFECTIVE USE OF YOUTUBE VIDEOS FOR TEACHING ENGLISH LANGUAGE IN CLASSROOMS AS SUPPLEMENTARY MATERIAL AT TAIBAH UNIVERSITY IN ALULA
Writer: Wael Abdulrahman Almurashi (Department of Languages and Translations, Faculty of Science and Arts, Taibah University, Kingdom of Saudi Arabia)
Participant : The population of the study was 53 learners studying the English     language at Taibah University in Alula: 30 learners from group A and 23 students from group B

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Journal Resume 2

I made this post to fulfill an assignment of Writing V class I attend this semester.

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COMMUNICATIVE ACTIVITIES: ISSUES ON PRE, DURING, AND POST CHALLENGES IN SOUTH KOREA'S ENGLISH EDUCATION

Writer : Dr. Ian Done D. Ramos (The Graduate School of the Department of English Language and Literature, The University of Suwon)

The students from the 22 departments attended an English class for only an hour and fifty minutes per week. With the conditions mentioned above, the students could hardly develop communicative skills because they were not able to manage learning meaningfully. Not all were challenged in pre, during, and post communicative activities. Parents, English language environment, teaching approaches, and bad timing may be the culprit why students' motivation, interest, and proficiencies were in bad shape. Students' learning styles, strategies, and attitudes were also affected due to the difficulties of communicative challenges and lack of support system that identified lack of the proper language proficiency assessment on where to put the students in class and how long to be allotted for each class.

Journal Resume 1

I made this post to fulfill an assignment of Writing V class I attend this semester. 

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 THE CHALLENGES OF LEARNERS WITH DIVERSE LINGUISTIC NEEDS:
EXPERIENCES OF TEACHERS IN UASIN GISHU COUNTY, KENYA

Writer(s): Solomon Kaptingei (Faculty of Education, University of Kabianga, Kenya)

The language students in Uasin Gishu County experience a number of challenges emanating
from the diversity of their linguistic abilities and needs. These challenges include the feelings
that they are not part of class; lack of experience to handle linguistic needs; large number of
learners in language classroom; the strong influence of first language; inadequate time to
address each learners’ needs, and language policy not being supportive.  

To alleviate these challenges, this paper recommends that there is need for funds to be provided for teachers to attend further training and seminars on specific language needs in language education. In addition, more time is needed for teaching language to enable teachers to respond to the needs of every individual student. Teachers also need to adopt diverse methods of learning language in order to cater for the diverse learning needs of students. The government also needs to address the challenge of excessive enrolment of students that is causing congestion of classrooms in primary schools in Kenya. Moreover, there is need to exploit the techniques of first language learning to develop strategies for teaching second language in primary schools in Kenya. A model should be developed that relates how children learn the first language with how they approach the process of learning the second language. This is an issue of both policy on the part of government and other education stakeholders and further research on the part of scholars.