Bridging the Gaps between Knowledge and Needs: Sociolinguistics Materials Based on Project-Based Learning

Abstract

Sociolinguistics can help people better understand the use of English in specific social environments. Still, there have been limited studies on the crucial aspects of teaching and learning Sociolinguistics to gain optimum learning outcomes. This present research aims to analyse models of EFL Sociolinguistics materials based on project-based learning required by students and lecturers. A quantitative method was applied in this study, employing a questionnaire and structured interview to collect data from 57 students and three instructors of the English Education Program, Faculty of Teacher Training and Education, Universitas Muhammadiyah Mataram. The results revealed that students and lectures required teaching materials with clear objectives embodied in 11 topics, from Language Variations to Language and Ideology completed with evaluations after each topic, exercises for individuals or groups, and project-based learning, which can be employed in teaching EFL Sociolinguistics. Therefore, designing a model of teaching materials for EFL Sociolinguistics based on Project-based learning is necessary to load these findings. The findings of this study are useful for educators and stakeholders who want to design EFL Sociolinguistics teaching materials. This study has the potential to bridge the gap by providing knowledge about the needs of students and educators as well as recommendations for follow-up in designing EFL Sociolinguistics teaching materials.

Adapting to a Hard Situation: BIPA Teachers' Successful Strategies for Teaching Local Culture During the COVID-19 Pandemic

“…Likewise, the use of effective learning platform during online must be adapted to the BIPA curriculum so that students can achieve the learning objectives. Connecting to the previous discussion, Ismail (2022) proposed a strategy to teach culture in BIPA by introducing language variations such as formal and informal language to BIPA students. In a nutshell, BIPA teachers must provide meaningful learning strategies so that the aim of communication can be achieved by the students.…”