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.

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