The Covid-19 pandemic has forced school administrators and practitioners including teachers to find quick ways to mitigate the pandemic impacts on education including language education. When the pandemic hit, all parties were groping for new ways to conduct education (teaching and learning) in the emergency period. This research was intended to find out what skills teachers need to quickly transform themselves from the traditional to tech-rich teaching from home (TFH) in the pandemic outbreak with total school closure like that of the Covid-19. This research was descriptive quantitative with surveys and focus group discussions (FGD) with university teachers of different foreign languages to attain data. The results show that with different levels of digital and navigations skills, teachers have to be trained to attain the threshold level of various teachnological savviness to quickly serve. A diagram of a digital skills list is presented with hardware tools skills (skills to use gadgets) as the initial emergent skills to acquire and the learning tools skills (skills to access sources) as the last skills to train. All these trainings have to be carried out very quickly, and an around-the-clock mentoring system to give assistance to a teacher in an emergency teachnological situation must be provided. The findings should provide ideas as to how schools have to respond to a pandemic situation like the Covid-19 when a similar outbreak occurs in the future.
This paper reports the findings of the implementation of full dictation and partial dictation in improving the awareness of using grammar knowledge in reconstructing listening texts among the EFL students at STBA (School of Foreign Languages) LIA Yogyakarta. Three groups participated in the study, i.e. two experimental groups (Group A and B) and a control group (Group C). A pre-test on listening to lectures was administered to the three groups. Over 9 sessions, Group C did the listening exercises in their textbook using dicto-comp technique, while in addition to the listening exercises which applied dicto-comp, the students in Group A was given full dictation exercises and Group B received partial dictation exercises. A post-test was given to the three groups after the ninth session. In addition to the post-test, a 5-point Likert-scale questionnaire assessing the students' responses to the dictation exercises was given to the experimental groups. Results of paired-samples tests indicated that there was a significant difference between each group's pre-and post-test. The mean gain score of Group B was higher than Group A showing that Group B had better improvement in the post-test. Furthermore, Group B had better grammar points in their posttest compared to Group A. Group C also increased their scores but they still got their teacher's assistance to point out their grammatical mistakes in their notes. This suggests that the dictations given to the experimental groups improved the students' awareness in applying their grammar knowledge to reproduce a listening text they heard
This research was to find out the effects of mentor texts on students’ ability to write a descriptive paragraph. Changes in the content and organization of their paragraphs were examined closely. As many as 35 students majoring in nursing who were enrolled in an English class participated in this research. In the class, the students learned to write a descriptive paragraph using some mentor texts which served to help them learn identifying and writing a topic sentence, supporting sentences, and a concluding sentence. The texts also provided them with models to make a paragraph have unity and coherence. The data were collected from the student’ paragraphs produced before and after the learning process and the paragraph they wrote in the delayed posttest. A survey was also distributed at the end of their English class to collect their responses on the use of mentor texts in their learning process. The findings of this research indicated that mentor texts indeed had positive effects on the students’ ability to write a descriptive paragraph. Their awareness to include a topic sentence, details, unity, a concluding sentence, and transition signals in their paragraph was found to significantly develop. In addition, mentor texts enhanced the students’ confidence, interest, and motivation in writing.
This research aims to examine the effectiveness of two different vocabulary learning strategies on vocabulary retention. The first is learning words in isolation in which learners learn new words and their meanings presented in the form of word lists; and the second is learning words from context in which learners use clues in sentences in texts to generate meanings for the target words. In the instruction sessions, a group of senior high school students learning vocabulary in isolation was presented with a number of words in English and their meanings. Their task was to say and repeat the words and their meanings several times as they attempted to learn the new words and their meanings. The group of students learning words from context was presented with some texts containing the target words and was asked to find out the meanings of the target words by using clues in the texts. Recall tests were administered twice, a week and two weeks after the instruction sessions. For word retention, results of the recall tests revealed that learning words in isolation appeared to be more effective than learning words from context. Students learning words in isolation retained the target words and the meanings better than those in the other group.
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