Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.
Need analysis (NA) is one of the initial steps of developing learning materials. In English for Specific Purposes (ESP) context, it is an essential asset to identify learners’ needs and determine the areas they are lacking. Thus far, NA particularly in Communication Science Program (CSP) in Indonesia has not been widely explored. In University Y, the CSP students are lacking English language learning materials. Therefore, this mixed-method study aims to explore the results of NA for developing such materials. The data were gathered through document analysis, lecturer and alumna interviews, along with students’ surveys. The results revealed that students' learning needs focus on the desire to improve their English proficiency, particularly in speaking and grammar, for career orientation. Moreover, the materials should be compiled with text types that support the achievement of the goals e.g., advertisements, reports, narrative and argumentative texts that are more preferrable to be taught through a BL delivery method. These materials should also be actualized in activities that can accommodate three learning styles, namely visual, audio, and kinesthetic, with more emphasis on the first. The implication of these findings will be helpful to create a more effective English class based on the current demands.
Students at vocational high school are expected to have proper English proficiency along with their vocational skill. However, Indonesian government has already set the teaching model to be Text-based Instruction (TBI) which is same with senior high school. As a result, English lesson for vocational school indicated as less purposeful. Therefore, this paper is intended to design appropriate teaching model in ESP to be integrated with the teaching cycle in TBI. By reviewing underlaying theories from TBI, and Teaching model in ESP, this paper proposed two teaching model combined with TBI. The first integration is integrating TBI with the practices of Flipped Learning Model in which the activities are divided into two phases namely before classroom time and inside classroom time. The second integration is integrating TBI with the phases of Project Based Learning in which the activities will be divided into four phases. The two proposed teaching model will be useful for promoting writing activities for students. Finally, by proposing those teaching models, it is expected that the practice of English lesson in vocational school will meet its objectives.
In mastering English language skills, the learning process matters in determining the goals, including learning pronunciation. So far, research on pronunciation has emphasized pronunciation rather than the process. Thus, this study aimed to investigate students' problems and techniques for dealing with problems in acquiring pronunciation. Six English Department students were voluntarily requested to participate in this study and discuss their perspectives. In data collection process, an in-depth interview was employed. The findings found that participants had difficulties distinguishing between sounds and words, encountered novel words, had low learning desires, dealt with varied accents, and experienced interference from their language. In the other sense, they applied some strategies such as increasing exposure to English, having expert guidance, and pursuing to have a severe problem. The results of this study will play a positive role in showing the barriers experienced by students when learning pronunciation. Thus, it is hoped that the teachers will be aware of these issues, so that teaching pronunciation will be more effective.DOI: 10.26905/enjourme.v7i2.8496
This research aimed at exploring the teachers and student-teachers’ views on teaching grammar and their preferences. Indeed, recognizing the teachers and student-teachers’ views on teaching grammar and their preferences become a worthy source in constructing and providing the effective teaching grammar. This research invited twelve participants consisting of six high school teachers and six student-teachers from English department. A descriptive qualitative research design using an in-depth interview was applied to find out their views and preferences. The findings revealed that between teachers and student-teachers had same views on valuing the terms of grammar. However, they opposed each other on viewing the teaching grammar process. In terms of their preferences in teaching grammar, both teachers and student-teachers had same tendencies in which grammar must done by applying integrated teaching grammar approach. By using the findings of this research, some implications for teachers were also stated to develop the integrated grammar teaching process within the classroom setting.
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