Recently, there are many ways to get a new vocabulary and to learn English. One of the ways is watching YouTube. Watching Youtube has paid fully attention in students' area. Imitating what favorite YouTubers say in their channel as colloquial words is very common to see in students' daily conversation. The research aims to analyze whether colloquial words can help students to improve their speaking skill in context of communication and how colloquial words help students to improve their speaking skill based on teacher's assessment in daily classroom activity. The participants of this study were eleventh grade students and also an English teacher in one senior high school in Bandar Lampung. This research used qualitative method by having class observation, interview, and rubric analysis. The function of interview was to strengthen the result of observation. In interview section, the researcher asked the teacher about their perspective related to the use colloquial words through students' speaking. Teacher was also asked about their experience in assessing students during classroom activity. The result of this research gave a positive point about how colloquial words could improve students' speaking skill. Teachers believed using colloquial words were able to improve students' vocabulary and also to increase students' confidence in speaking field based on their assessment. Based on this study, researcher suggested teacher to let students using their language styles in speaking.
The lack of facilities and quality education in some rural areas has been a notorious problem in our education. Students sometimes choose to migrate to a new place to fulfil their human rights in getting a quality education that takes place in multicultural settings in order to gain a new identity construction. This study was done to examine the relationship between English as language learning in a multilingual context and identity in EFL classroom interactions. Furthermore, this study examined whether English as language learning and identity have a balanced contribution in EFL classroom interactions and how students are from different regions representing their identities in diverse groups' communication. Under the framework of a descriptive qualitative study, this study was conducted by observation, closed-ended and open-ended questionnaire. The result of this study is expected to show the balance between identity and English as students' communication language learning in EFL classroom interactions that students' identities reflect their home cultures and languages from diverse groups.
Teaching writing for EFL students faces many interesting and challenging factors regarding students' and teachers' factors such as learning style, teacher's role, and teacher's teaching method, so that, every English teacher is suggested to choose an appropriate teaching method to maximize student's ability in producing a good writing. Based on the phenomenon above, joint construction, as the model of teaching writing is selected to be investigated in this research that is grounded by genre-based approach. This research aims to describe the undergoing process of students learning to write through the process of joint construction toward students' writing skill. The participant of this research is a senior English teacher since she has got many experiences in teaching process. This research used qualitative inquiry that employs model of phasal analysis (Gregory, 1985;1988;Dreyfus, Macnaught & Humphrey, 2011) as design to analyze the different stages of joint constructions. Therefore, the data of this study is drawn by observation and documentation of students' writing. The findings of this research showed that joint construction had been well implemented by the teacher in the classroom. The findings also pointed that joint construction helped students to manage and develop their ideas in constructing a text. Although joint construction gave a good effect of students written text length, it does not give effect of students written text quality.
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