Using Genre-based Approach to Overcome Students’ Difficulties in Writing

Herman, Herman; Purba, Ridwin; Thao, Nguyen Van; Purba, Anita

doi:10.20448/journal.509.2020.74.464.470

Cited by 26 publications

(29 citation statements)

References 16 publications

(12 reference statements)

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“…Building on the paradigm of communication competence developed by Spitzberg andCupach (1989), Bjeki et al (2008) provided a definition for the communicative competence of teachers. According to this definition, communicative competence refers to a teacher's constructive reputable competence, knowledge, skills, talents, and motivational temperament, all of which allow successful interaction in the instructional procedure as well as other pedagogical interpersonal interrelationships (Herman et al, 2020). This suggests that instructors skilled in various communication techniques are proficient at chatting, displaying appropriate psychological representations (body language, visual orientation), fostering social ties, demonstrating empathy, and enhancing listening skills.…”

Section: Foreign Language and Teachers' Communicative Competencementioning

confidence: 99%

Neuro-Linguistic Programming as an Instructional Strategy to Enhance Foreign Language Teaching

Purnama¹,

Sobirov²,

Ino³

et al. 2023

SMC

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Teachers of foreign languages use various methods and resources to facilitate interaction between themselves and their pupils. Research into the communicative aspects of teaching and learning foreign languages has benefited from recent breakthroughs attributable to the progress made in Neuro-linguistic Programming (NLP). This research delves into using Neuro-linguistic Programming (NLP) in the classroom to better instructors' communicative abilities with their students. This paper concentrates on the implementation of Neuro-Linguistic Programming (NLP) in learning a foreign language. in a bid to discover flaws and issues pertaining to the traditional mechanism of learning. The use of Neuro-Linguistic Programming (NLP) in the teaching of Foreign Language (FL) has a great deal of promise due to the fact that the effectiveness of NLP has been shown by the progress that a number of nations have achieved as a result of its application. A questionnaire was distributed to 150 foreign language instructor who were chosen at random from a variety of high schools. This allowed for the collection of information on teachers' preparedness. The findings of the study revealed that a larger proportion of foreign language instructors possess comparable understanding of NLP. Furthermore, the majority of these instructors demonstrated optimistic reactions and a readiness to utilize NLP in the classroom when instructing students in foreign languages. The level of information that each person had influenced how they thought. Thus, instructors who had a deeper understanding of NLP had a greater interest in and motivation for the application of the theory in foreign language settings. The findings of this research demonstrate how NLP may assist both instructors and students in accomplishing their objectives learning a foreign language.

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Section: Foreign Language and Teachers' Communicative Competencementioning

confidence: 99%

Neuro-Linguistic Programming as an Instructional Strategy to Enhance Foreign Language Teaching

Purnama¹,

Sobirov²,

Ino³

et al. 2023

SMC

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“…There is undeniable evidence that differences in pedagogy and learning style have an effect on students' drive to learn. Bankier and Wright (2012) argue that the methods used by instructors in the classroom have a direct impact on students' motivation to study a foreign language (Herman et al, 2020).…”

Section: Teaching Strategies and Learning Stylesmentioning

confidence: 99%

Exploring Factors That Impact on Motivation in Foreign Language Learning in the Classroom

Mochklas¹,

Ngongo²,

Sianipar³

et al. 2023

SMC

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In the study of second language learning, one of the most critical components is unveiling factors that impact on motivation in the classroom. Proficiency in foreign language learning is inextricably tied to motivation, in the understanding that proficiency may not take place if the learners are not strategically motivated. The effectiveness of an L2 learners’ growth may be dependent on various factors that affect motivation in the classroom. This study is an analysis of different factors that influence motivation in foreign language classroom. The study examined how different activities and situations influence the motivation of foreign language learners in the classroom. A total of 119 persons participated in the study, including high school teachers and their students. Questionnaire was used to collect the needed data, and data was analyzed using tables and graphs to discuss the factors that affect motivation in the classroom. Teaching strategy and style of learning, feedback, reward, group, class environment, technology, and punishment are the factors measured. The findings of the study indicate that teaching strategy and learning style exert huge impact on motivation, with over 39.50% of the response rate. This is closely followed by feedback and reward with about 19.32% and 12.60% respectively. The study further revealed that group has the least influence on motivation, with 2.52% value, which is lower than the impact of class environment that stands at 7.56%. It is concluded that both learners and teachers of foreign language accept that teaching strategy and learning style is the most significant factor that impacts on motivation. It is recommended for further studies to use larger study sample from different schools to explore these factors and ascertain their degree of impact on motivation in foreign language teaching and learning.

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“…This assumption strengthens that children should learn a foreign language earlier to expand the boundaries of the world and encourage them to face dynamic international development. For the moment, extensive global advancements have influenced significant changes to the education system in Indonesia (Faisal & Martin, 2019;Nambiar et al, 2019;Sukmayadi & Yahya, 2020;Munthe et al, 2021;Herman et al, 2020). One of the changing is the increased intensity of teaching English in education.…”

Section: Introductionmentioning

confidence: 99%

Developing a Model of English Digital Poster Book for Teaching English in Indonesia’s Early Childhood Education

Adisti¹,

Yuliasri²,

Hartono³

et al. 2023

WJEL

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Teaching English to Young Learners (TEYL) means introducing English as a foreign language in learning to children. Children should learn a foreign language earlier to expand the boundaries of the world and encourage them to face dynamic international development. Nowadays, children are immersed as native digital users more so than generations past. Therefore, this research is a research and development (R&D) that aims to design, develop and validate an English digital poster book Model teaching English in Indonesia’s early childhood education using the ADDIE Models. This model consists of five steps: analyze, design, develop, implement, and evaluate. The product of this research was developed and then evaluated by four content experts. The result showed that all content experts considered that the final version of an English digital poster book for teaching English in Indonesia’s early childhood education was practical and valid. Based on the observation, most children are excited to use this product in learning English. Teachers also claimed that this product was so interesting, easy to understand, appropriate to the level of difficulty for children in learning English, easy to operate, and can guide them to in teaching English at kindergarten level.

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Using Genre-based Approach to Overcome Students’ Difficulties in Writing

Cited by 26 publications

References 16 publications

Neuro-Linguistic Programming as an Instructional Strategy to Enhance Foreign Language Teaching

Neuro-Linguistic Programming as an Instructional Strategy to Enhance Foreign Language Teaching

Exploring Factors That Impact on Motivation in Foreign Language Learning in the Classroom

Developing a Model of English Digital Poster Book for Teaching English in Indonesia’s Early Childhood Education

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