Implementing Interest Based Instructional Materials to Minimize EFL Learners’ Speaking Skills De-motivating Factors

Manurung, Konder; Mashuri, Mashuri

doi:10.17507/tpls.0705.05

Cited by 6 publications

(9 citation statements)

References 13 publications

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“…The crafting of a well formulated curriculum goal requires curriculum planners and designers to critically consider change and recent scientific and technological innovations, economic, political, social and cultural dynamics. Altogether these form a holistic picture of what students need to learn to prepare for the future (Manurung, 2017). The Organisation for Economic Cooperation and Development (OECD) document advocates for schools to prepare students for jobs not yet created, for use of technologies not yet invented and for solving problems not yet anticipated.…”

Section: Suggesting the Learning Experiences -Curriculum Contentmentioning

confidence: 99%

“…The curriculum is a framework from which learning materials are developed. The course goal stated in the curriculum is critical in directing the materials designers on the path to follow in the design and development of learning materials (Manurung, 2017). From the goal, instructional designers and subject experts are able to craft instructional objectives which are then used as the basis to select instructional materials, identify suitable instruction strategies and select appropriate media elements to integrate for effective learning and teaching (Manurung, 2017;Zabidi et al, 2017;Aydin & Aytekin, 2018).…”

Section: A Learning Materialsmentioning

confidence: 99%

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Developing Curricula in a Distance Learning Environment: Attending to the Different ‘Voices’

Mthethwa-Kunene

Dlamini²,

Rugube³

et al. 2022

EJEDU

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The offering of curricula that are relevant and responsive to the needs of society is the ultimate goal of any higher education institution. However, there is a need to engage in a curriculum development process that attends to the different ‘voices’ by addressing the needs of the different stakeholders. Stakeholders’ voices and needs can be ascertained and addressed through a curriculum development process that involves both internal and external stakeholders from the initial stages of developing curricula, throughout the various stages. Such a process may not be linear but interactive, iterative, and collaborative. This paper unpacks the curriculum development process focusing on the key stages of needs assessment, stating curriculum/programme goals, selecting curriculum content and teaching and learning activities, designing learning materials as well as evaluating. It unpacks the importance of attending to the different voices in coming up with relevant and market-driven curricula.

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Section: Suggesting the Learning Experiences -Curriculum Contentmentioning

confidence: 99%

Section: A Learning Materialsmentioning

confidence: 99%

Developing Curricula in a Distance Learning Environment: Attending to the Different ‘Voices’

Mthethwa-Kunene

Dlamini²,

Rugube³

et al. 2022

EJEDU

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“…Identifying factors that hinder students' motivation and engagement in language learning is crucial to prevent the limitation of these approaches. Manurung and Mashuri (2017) sought to reduce ELLs' speaking skills de-motivating factors. Fifteen demotivating factors were identified, including lack of knowledge about the topic, a lack of practice, a lack of strong a vocabulary and grammar, a lack of confidence, and a lack of being accustomed to speaking English.…”

Section: Motivations and Engagementmentioning

confidence: 99%

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Yeh

Wan

Scott

2020

EJEL

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This study employed qualitative evidence synthesis (Saldaña, 2012) to critically examine and systematically analyze 63 studies published between 2000-2018 reporting positive educational impacts on English language learners (ELLs). Drawing on Scarcella’s (2003) academic English literacy framework and culturally responsive teaching (Gay, 2001), this study demonstrates three mechanisms to improve ELL outcomes. First, teachers should use both culturally responsive practices and knowledge of language acquisition. Second, fostering family and peer supports creates positive learning environments. Finally, long-term solutions require policies addressing the socio-politico-economic disparities affecting ELLs. These results show, in a synthesized fashion, an approach to equitable quality education for ELLs. Article visualizations:<img src="/-counters-/edu_01/0661/a.php" alt="Hit counter" />

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“…According to Manurung (2017) there are five to be the most de-motivating factors in Indonesian speaking class. They are knowledge about topics, fear of making mistakes, use English by the lecturers, feeling shy to speak, and lack of practice.…”

Section: Introductionmentioning

confidence: 99%

“…According to the researcher teaching speaking skill using online application will decrease it effectiveness, thus some of the students will neglect some factor of speaking which is readiness of thinking, as stated by" Manurung (2017) above that one of the demotivating factor in Indonesian speaking class is fear of making mistakes" the researcher thinks that students will prepare some written text to avoid making mistakes in their speech which will decrease their confident in learning speaking. Due to the covid-19 pandemic many applications can be accessed free of charge to support the good learning process which is intended for learning such as zoom, Google meet, and so on.…”

Section: Introductionmentioning

confidence: 99%

Perception on the Use of Zoom in Speaking Class of the Third Year Students at Tadulako University

Triansyah

Manurung

Wahyudin

2022

ELTS

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This study aims to know students' perceptions on the use of zoom in speaking class as an alternative solution. Whether the use of zoom as a media of online learning in speaking class is perceived positive or negative during pandemic eras of covid-19. The subjects of this research were 47 students of class 2019, the academic year 2021–2022, at Tadulako University of English Education Study Program. The research was mix method research with embedded design. The instruments used to collect data are questionnaires and interviews. The results of data analysis show that the use of zoom in speaking class perceived negatively by the student, there are many aspects influenced such as: the use of zoom application in speaking class could not fulfill the evaluation aspects of speaking skills itself, instability of internet connection interfere in the midst of knowledge transfer, financial problem in purchasing internet package, and students lack of initiative in upgrading their speaking achievement. However, there are also some positive perception that is found in this study regarding the use of zoom as a media of learning. The students agreed that the use of zoom application is helpful and could help the student learn autonomously which change their learning habit and support students to be actively engaged during speaking class. This implies that the use of the zoom application is not appropriate to be use in speaking classes. In addition, students agree that the zoom application cannot help them improve their speaking skills.

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Implementing Interest Based Instructional Materials to Minimize EFL Learners’ Speaking Skills De-motivating Factors

Abstract: Abstract-The study aimed to investigate de-motivating factors in speaking in

Cited by 6 publications

References 13 publications

Developing Curricula in a Distance Learning Environment: Attending to the Different ‘Voices’

Developing Curricula in a Distance Learning Environment: Attending to the Different ‘Voices’

Breaking the Inequitable Education Cycle for English Language Learners Through Policies and Practices in American Schools

Perception on the Use of Zoom in Speaking Class of the Third Year Students at Tadulako University

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