This paper sheds some lights on the practice of lesson study conducted in higher education level in relations to teacher professional development. This study employed an explorative research design which involved a team of three English teachers of STKIP Siliwangi and one class of English Department. The team was involved in jointly designing, teaching, researching, refining a research lesson. The research was conducted in three cycles, in which each cycle was evaluated. The data were collected through two instruments: classroom observation and teachers' reflective notes. The result revealed that the practice of lesson study can create multiple pathways for teaching improvement, especially in terms of collaborative activities done by teachers involved in the lesson study team. The result also revealed that the practice of lesson study the practice of lesson study can improve not only students' academic skills, but also students' social skills.
The purpose of this study is to describe kinds of lexical cohesion and to know frequent lexical cohesion used to support the cohesiveness of discourse in Justin Bieber and Jaden Smith’s song entitled “Never Say Never”. The subject of this study is “Never Say Never” song lyrics. This study uses descriptive qualitative that focuses on lexical cohesion in particular synonym, repetition (anaphora and epistrophe repetition) and antonym. The instrument that the researchers used are books, earphone, youtube and other supporting tools. From this study, the result shows that the lyrics of “Never Say Never” song contains eleven forms of lexical cohesion, consisting of two synonyms, seven repetitions, and two antonyms. So the most frequent occurrence in the data is repetition. The function of lexical cohesion is to make the lyrics have harmonization that makes the lyrics more meaningful
The availability of teaching resources is one of important factors to create successful lessons in teaching English to young learners (TEYL). Teachers can use flashcards, toys, songs, rhymes, books, audio visual materials, digital recourses and others to support teaching and learning process. Ready-made materials are available in stores, however they are usually expensive. The aim of this article is to share one of the best practices in providing resources for young learners in learning English. In the academic year of 2018, 40 students of English Department of IKIP Siliwangi took English for Young Learners (EYL) course for two credit hours. This is the second subject which is related to teaching young learners after they learned TEYL subjects as the perquisite subject in the previous year. In this course, students re-learned the concept of TEYL and the concepts how to provide teaching materials and resources for TEYL classes. At the end of the course, they should show their projects and demonstrate how to use them in TEYL. The findings reveal that students’ are very creative in designing resources for TEYL classes. This ability is very crucial in order to create child-friendly pedagogy in EYL classrooms.
The use of technology has become an essential element in teaching and learning process. Usually, each language class uses some type of technology tools that are used to support and enhance language learning. They are tools to help teachers facilitate their students' language learning. This research focuses on the role of technology in learning English as a foreign and second language. It addresses the significance of technology that allows English language learners to develop their learning abilities. In this paper, the researchers describe the term technology integration, of technology, explain the use of technology in the language classroom, discuss the advantages and challenges of technology integration, and provide some suggestions for better use of these technologies to help learners develop their learning abilities.
Computer-Based English Summative Test (CBEST) has gained popularity in many educational institutions recently. In this testing mode, students do the exam with the help of computer in language laboratory. The result of the test is usually gained immediately after the test is done. Though CBEST has been popular, the implementation of CBEST in Indonesian educational context has not been widely published. This paper specifically presents teachers' beliefs and experiences in doing CBEST testing mode. The data were collected by distributing questionnaire to 9 (nine) English teachers from 3 (three) different vocational schools. The result of the study showed that teachers believe that the implementation of CBEST give them benefits in several aspects, such as aspect of economy, aspect of system implementation and aspect of test administration and design..
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