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DESIGNING AN ENGLISH RADIO PROGRAM AS A MEDIUM OF LEARNING ENGLISH FOR THE TENTH GRADE SENIOR HIGH SCHOOL STUDENTS OF LANGUAGE PROGRAM IN SMA NEGERI 1 CILACAP.

DESIGNING AN ENGLISH RADIO PROGRAM AS A MEDIUM OF LEARNING ENGLISH FOR THE TENTH GRADE SENIOR HIGH SCHOOL STUDENTS OF LANGUAGE PROGRAM IN SMA NEGERI 1 CILACAP.

The result of the study is an English Radio Program, named “English Time!” , as a medium of learning English for the tenth grade students of Language Program in SMA Negeri 1 Cilacap. This research concluded that the materials to be included into the broadcasts were developed from the competences that the students found difficult to learn in the classroom and other sources which were supported the results of the needs analysis. The second conclusion was the fact that the English Radio Program in this research was designed using the format of a magazine program which was suitable for specific audience with specific needs. This research provided an interview for each broadcast. The program was broadcasted three times with different topics and competences. The program had six main activities: “Let‟s Listen” , “Language Focus” , “Meet the Guest” , “What did You Hear?” , “Read the Song” , and “Unique Fact s.
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A STUDY ON ENGLISH TEACHERS’ PERCEPTIONS OF THE USE OF THE ENGLISH AS A MEDIUM OF INTERACTION IN THE IMMERSION CLASSES AT SMA NEGERI 1 KLATEN

A STUDY ON ENGLISH TEACHERS’ PERCEPTIONS OF THE USE OF THE ENGLISH AS A MEDIUM OF INTERACTION IN THE IMMERSION CLASSES AT SMA NEGERI 1 KLATEN

In finding the solution of the research problems about the English teachers’ perception of the use of English as a medium of interaction in immersion class, the researcher used the guideline book of implementing immersion class program in Central Java Province. From the guideline book, immersion class has a concept that the students can learn English more effectively if they use the language as a means to gain meaningful and contextual information. In this case, English is not just merely a subject lesson, but also as a medium of interaction in teaching and learning process of other subject lessons. Immersion class gives more opportunities for the students to use English in class interaction which is expected to improve the students’ ability in English, both written and oral.
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FROM ENGLISH AS A GENERAL SCHOOL SUBJECT ONTO ENGLISH AS A MEDIUM FOR LEARNING SPECIFIC SUBJECTS: THE NEED TO SHIFT IN THE TEACHING ORIENTATION Kun Aniroh

FROM ENGLISH AS A GENERAL SCHOOL SUBJECT ONTO ENGLISH AS A MEDIUM FOR LEARNING SPECIFIC SUBJECTS: THE NEED TO SHIFT IN THE TEACHING ORIENTATION Kun Aniroh

Another observable phenomenon in the global communication is that learners of English nowadays can learn English through various modes of learning contexts: formal, informal, and/or casual environments. These three kinds of context are now very influential in the learning of English or other fields. The formal context is obvious, where students learn English at schools: from elementary to tertiary levels of education. The environment that is indi- cated by the availability of computer and electronic sources facilitates learners in learning English informally so that people can learn English through their environment, which makes English grow rapidly in non English speaking coun- tries. Or they can also take courses off the formal contexts. Casually, television or radio programs offering authentic languages are also sources of learning. More casually, computer games for children in the market, mostly imported, are ubiquitously presented in English, which also serves an important access to learning English casually. This phenomenon is similar to what Graddol s statement (1997) saying that English will grow side by side with the language spoken by the people in non English speaking countries, and native speakers are not the only source of learning English.
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Institutional Repository | Satya Wacana Christian University: Improving English Vocabulary Through Pearl’s Peril Game

Institutional Repository | Satya Wacana Christian University: Improving English Vocabulary Through Pearl’s Peril Game

The increasing use of technology as the medium of teaching and learning provides a great opportunity to adapt games especially computer games for educational purposes. Nowadays, educators are trying to find the effective way of teaching vocabulary using technology. It is because the students often get bored with the vocabulary learning process. This study is aimed to know whether the use of computer online game is useful for learning English vocabulary. This study was conducted by using Pearl’s Peril game in Facebook as the medium and Vocabulary Knowledge Scale from Wesche and Paribakht (1996) in the pre-test and the post- tests. There were 30 (thirty) students Grade 2 from SMP Negeri 1 Banyubiru, Indonesia who participated in this study. The pre-test was conducted twice with different words, while the post-tests were conducted four times (two days and two and a half weeks after playing Pearl’s Peril game) with different words as well. This study used Wilcoxon T-test in order to analyze and compare the data. The findings, the result of pre-test and post-tests, showed the significance of game in learning vocabulary and some phenomenon related to the result of the study such as negative change. This study is hopefully providing benefit in teaching and learning vocabulary for both teachers and students.
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Students’ Perception of English as a Medium of Instruction (EMI) in English Classroom

Students’ Perception of English as a Medium of Instruction (EMI) in English Classroom

Academically, teachers and students low proficiency may lead to inefficient and ineffective teaching and learning processes. Most of the teachers have relatively limited proficiency in English. As Ibrahim (2014) said that teacher who cannot speak English fluently and accurately will probably be rendered incompetent to perform one of their chief traditional roles, teaching. Pauses, hesitancies, circumlocutions, wordiness, and grammatical, lexical, and pronunciation inaccuracies may characterize much of their explanation, and this will certainly slow down or even hamper their students’ grasp of the content of instruction. In addition, a teacher who has a poor reading comprehension of English textbooks, an essential source of information for them, may cause them a lack of understanding or even a misunderstanding, which in turn may result in misinformation, an effect damaging to students’ academic development.
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Students’ perception of English as a Medium of instruction in teaching English at senior high schools in Palangka Raya - Digital Library IAIN Palangka Raya

Students’ perception of English as a Medium of instruction in teaching English at senior high schools in Palangka Raya - Digital Library IAIN Palangka Raya

They typically cover demographic characteristics (e.g., age, gender, and race), residential location, marital and socioeconomic status, level of education, religion, occupation as well as any other background information that may be relevant to interpreting the findings of the survey. Behavioral questions are used to find out what the respondents are doing or have done in the pas t. They typically ask about people‟s actions, lifestyles, habits, and personal history. Perhaps the most well-known questions of this type in L2 studies are the items in language learning strategy inventories that ask about the frequency of the use of a particular strategy in the past.
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STUDENTS’ PERCEPTIONS OF ENGLISH AS A MEDIUM OF INSTRUCTION IN THE ENGLISH CLASS OF ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA THES

STUDENTS’ PERCEPTIONS OF ENGLISH AS A MEDIUM OF INSTRUCTION IN THE ENGLISH CLASS OF ENGLISH EDUCATION STUDY PROGRAM AT IAIN PALANGKA RAYA THES

The survey research proved that most of the students agreed with all items that asked about English-Medium Instruction to be implemented in the teaching learning of English Subject in the class of English Education Study Program at IAIN Palangka Raya, it could be seen from the score of Mode showed 3 frequently appeared or in the chart was red color, and also the Median stated the same as Mode, namely 3. Thus, English as a Medium of Instruction needed to be implemented by English lecturers as Medium of Instruction in teaching English Subjects in the English Education Study Program at IAIN Palangka Raya.
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LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

LANGUAGE LEARNING STRATEGIES: GENDER AND PROFICIENCY

Abstract :This study described and examined on the current English language learning strategies used by Indonesian Students English Education Department enrolled at State Islamic University of Sultan SyarifKasim Riau in Indonesia. The subjects of the study were (99) male and female students still studying for their Undergraduate degree in English Education Department. The study investigates the frequency of strategies use among these students according to gender and proficiency variables. Proficiency is reflected by students’ learning level (i.e., sophomore, junior, senior), self-reported proficiency in English (i.e., the students’ university average in English courses) and language self-efficacy (i.e,. how good the students perceived themselves as English learners). The collecting data used Questionnaire adopted from Oxford (1990a), Mohammad Amin Embi (1996) danPolitzer (1993), interview lecturers about the language learning strategies used by students. The results of this study showed that State Islamic University of Sultan SyarifKasim, English Education Department used learning strategies with high to medium frequency, and that the highest rank (79.6%) was for Metacognitive strategies while the lowest (63%) was for compensation strategies and the others used cognitive, memory, affective and social. In general, the results showed that gender and proficiency had no significant differences on the use of strategies. Based on these findings, the researcher recommends that more training should be given in using Cognitive, Memory, Affective, social and Compensation strategies by embedding them into regular classroom activities or teaching and learning process.
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A. Background of the Study - Students’ perceptions of english as a medium of instruction in the English class of english education study program at IAIN Palangka Raya - Digital Library IAIN Palangka Raya

A. Background of the Study - Students’ perceptions of english as a medium of instruction in the English class of english education study program at IAIN Palangka Raya - Digital Library IAIN Palangka Raya

There is a fast-moving worldwide shift from English being taught as a foreign language (EFL) to English being the medium of instruction (EMI) for academic subjects such as science, mathematics, geography and medicine. EMI is increasingly being used in universities, secondary schools and even primary schools. This phenomenon has very important implications for the education of young people and policy decisions in non-Anglophone countries. Yet little empirical research has been conducted into why and when EMI is being introduced and how it is delivered. What are the consequences of introducing EMI on teaching, learning, assessing, and teacher professional development? 2
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Issues On Language Learning And Teaching A Socio Cultural Perspective

Issues On Language Learning And Teaching A Socio Cultural Perspective

In Indonesian setting, English is recognized as a foreign language (EFL) as opposed to the other types of setting where English is also the language of a wider communication, often called English as a second language (ESL). The role of English in Indonesia as EFL goes parallel with the goals of English language learning/teaching which are closely related to the community's overall process of modernization. Grounded by the EFL/ESL distinction, English in Indonesia earns the status of a major foreign language which has been decided to be compulsory and highly valued as a prestige subject in the curriculum of junior secondary schools up to universities, and even more recently, of elementary schools. Discussion on patterns of language (English) use in Indonesia examined three major areas: (i) the role of English in education, (ii) the role of English in the labor market, and (iii) the role of English in furthering the process of modernization.The role of English in the process of modernization was indicated by the fact that English is an LWC. Almost all aspects of life and culture involve English as medium of communication.
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LEARNING MOTIVATION AND ENGLISH ACHIEVEMENT OF STUDENTS AT POLITEKNIK NEGERI SEMARANG CENTRAL JAVA - IDR UIN Antasari Banjarmasin

LEARNING MOTIVATION AND ENGLISH ACHIEVEMENT OF STUDENTS AT POLITEKNIK NEGERI SEMARANG CENTRAL JAVA - IDR UIN Antasari Banjarmasin

From the data obtained, the students were most motivated to learn English because of aspects of the learning environtment included the quality of teaching, teaching materials, teachers, and affilia- tion with the learning groups (Learning situation). Next, the students’ motivation were intrinsic inter- est, they interested to learn English because of their love on that particular language and certain aspects of its culture. Going abroad was the next students’ motivations; it is to learn English go abroad for various purposes such as seeking better education or job opportunities, experiencing English speaking culture and immigration. Immediate achievement, the students learned English be- cause of the target for high test scores, high scores in university entrance examination, or learning the target language to obtain satisfactory scores in examination and a bachelor’s degree. These re- minded us of certificate motivation. Then social responsibility, the students motivated to combine harmonizing the family and putting the country in order, indicating an individual’s responsibility to fulfill social expectations. The next is individual development, the students desired learning English to increase one’s own ability and social status in future development. It was pointed to the practical value of English as an instrument for communication, job opportunity, and life in general; finding a good job and a sense of achievement. The students were least motivated about information medium. They desired to learn English to obtain information and learn other academic subjects. The content in this category exhibited a tendency of viewing English learning as a means to obtain information of
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A study on english teacher` perceptions of the use of the english as a medium of interaction in the immersion classes at SMA Negeri 1 Klaten.

A study on english teacher` perceptions of the use of the english as a medium of interaction in the immersion classes at SMA Negeri 1 Klaten.

From the findings that the researcher has got, the researcher found that there was a misunderstanding about the concept of immersion. Based on the book of Pedoman Penyelenggaraan Kelas Imersi di Provinsi Jawa Tengah (2008: 5), immersion came from the word “to immerse” which had a meaning of to absorb in deeply. English is not just merely a subject lesson, but also as a medium of interaction in teaching and learning process of other subject lessons. Immersion class gives more opportunities for the students to use English in class interaction which is expected to improve the students’ ability in English, both written and oral.
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classroom englishppm sewon

classroom englishppm sewon

According to Hughes (1990), when English is not the subject being taught but is the medium of instruction or classroom language, English use is not limited to opening and closing a lesson but also involves managing learning procedures including the metodology of delivering or presenting materials, tests and class practices. Such procedures have to do with teacher ’s ability to give verbal instructions that are effective but motivating at the same time to ensure a smooth learning process in the class. Similarly, Spratt et al (2005) argue that classroom English should be used appropriately in that it should best suit the learners and the situation. It means that the language teacher uses in the classroom must be adjusted to the classroom function it performs and for the specific level and age of learners. Gower et al (1995, p.34) add that teacher can adapt the way she speaks by adjusting her vocabulary, use of structures and the speed of delivery to the level of the students, and using pauses more if necessary while keeping the constractions and the natural linking of words.
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CHAPTER I INTRODUCTION - Students’ perception of English as a Medium of instruction in teaching English at senior high schools in Palangka Raya - Digital Library IAIN Palangka Raya

CHAPTER I INTRODUCTION - Students’ perception of English as a Medium of instruction in teaching English at senior high schools in Palangka Raya - Digital Library IAIN Palangka Raya

Academically, teachers and students low proficiency may lead to inefficient and ineffective teaching and learning processes. Most of the teachers have relatively limited proficiency in English. 8 Teacher who cannot speak English fluently and accurately will probably be rendered incompetent to perform one of their chief traditional roles, teaching. Pauses, hesitancies, circumlocutions, wordiness, and grammatical, lexical, and pronunciation inaccuracies may characterize much of their explanation, and this certainly will slow down or even hamper their students’ grasp of the content of instruction. In addition, teacher poor reading comprehension of English textbooks, an essential source of information for them, may cause them a lack of understanding or even a misunderstanding, which in turn may result in misinformation, an effect damaging to students’ academic development. 9
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The correlation between students’ anxiety and their English learning achievement

The correlation between students’ anxiety and their English learning achievement

Learning has an important role in people life. The most development process is through learning activity directly. According to Santrock, Learning is a relatively permanent influence on behavior, knowledge, and thinking skills, which comes about through experience. For example: when children learn how to use computer, they might make some mistakes along the way, but at a certain point they will get the knack of the behaviors required to use the computer effectively. The children will change from being individuals who cannot operate a computer into being individuals who can. 1 It means learning is always about changes of individual who learns whether its head for good or bad, planned or not. Another thing which is always concerning about learning is experience, experience that’s classified with other people or the environment.
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Added Values in the Topics and Materials for Certain English Subjects.

Added Values in the Topics and Materials for Certain English Subjects.

Structure drills or sentences that are continually repeated must surely be embedded in the students’ minds. They will remember not only the grammatical patterns but also the ideas contained in them. Being fully embedded in the students’ minds, wise, witty, and useful ideas, to a greater or less extent, will miraculously positively influence their behaviour. This will work more or less like brainrinsing or brainwashing. Brainrinsing has a negative connotation and so does brainwashing since they usually embody coersive pressure and vehement torture. They are done to enemies to make them reveal their allies’ secrets or to change their political or religious ideas. The New Lexicon Webster’s Dictionary defines brainrinsing as “technique of creating a mental climate by immobility and constant verbal pressure” while brainwashing is defined as “the changing of a person’s political or religious ideas by relentless indoctrination often to the point of mental torture”. (P. 116) However, in this respect, we should respect our ‘brainrinsing and brainwashing method’ of teaching since it is designed neither to upset anyone nor to disrupt anything. In other words, there is neither pressure nor torture except if guidance and direction towards the creation of positive values and repudiation of negative aspects were construed as pressure and torture. Moreover, the accrued impact even benefits the students themselves and mankind in general.
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INTRODUCTION  THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION (CBI) FOR THE TEACHING OF PHYSICS AT RSBI CLASS IN SMP N 1 PURWODADI: A MICRO ETHNOGRAPHY.

INTRODUCTION THE IMPLEMENTATION OF CONTENT-BASED INSTRUCTION (CBI) FOR THE TEACHING OF PHYSICS AT RSBI CLASS IN SMP N 1 PURWODADI: A MICRO ETHNOGRAPHY.

Based on the interview with Physics ’ teacher and observation in SMP N 1 Purwodadi it is known that the realization of RSBI has been taken place for 3 years. In 2011/2012, it is entering the fourth year. There are several teachers of Science and Math, who are sent to join in workshop in RESCAM in Penang, Malaysia. Even thought it runs almost for four years, teaching physics uses English as the medium of instruction and also as one of standard of RSBI is still difficult to make students understand and master the material well. Thus, teaching Physics by using English which is implemented in the first years of Junior High School needs to be improved.
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ENGLISH LEARNING TEACHING SUMMARY OF LEARNING METHOD | Karya Tulis Ilmiah

ENGLISH LEARNING TEACHING SUMMARY OF LEARNING METHOD | Karya Tulis Ilmiah

The Barsch Learning Style Inventory (BLSI, Barsch, 1996) consists of 32 statements that elicit self-diagnostic responses using a 3-point Likert-type scale, 1 (seldom) to 3 (often). Participants first read a brief statement and then rated the extent to which it best described their skills and typical academic habits (e.g., I remember best when writing things down several times, I would rather listen to a good lecture or speech than read the same material in a textbook.). The questionnaire took about 10 minutes to complete. Results indicate a learning style preference in one of four areas: visual preference, auditory preference, tactile preference, and kinesthetic preference. Students may have equal strengths in two or more groups which means they can use any of the senses for learning tasks and are therefore identified as exhibiting a multimodal learning preference (Barsch, 1996). This measure was selected because the questions related directly to the type of academic prerequisites and instructional activities typically assigned in classes where active learning takes place. For example the following statement "I require explanations of diagrams, graphs, or visual directions" allows for a direct connection with their ability to visualize or use visual organizers like concept maps. This tool was selected as an instructional tool for purposeful grouping of students but all students were exposed to the same instructional activities.
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TARBIYAH FACULTY WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG 2011

TARBIYAH FACULTY WALISONGO STATE INSTITUTE FOR ISLAMIC STUDIES SEMARANG 2011

In other word, observation is an activity to observe something by using sense toward a particular object. The researcher observes some activities in the preliminary research, the second one is while conducting the experiment process and the last is after the experiment by using check list. Besides that, the researcher also observes the event in both of classes during the lesson and the treatment applied. In the treatment process, the researcher gives different treatment. For the experimental group will be taught by using Four in Row Verb Game in teaching Past Verbs. Here, the control group will be taught without Four in Row Verb Game.
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THE LEARNING STYLES AND STRATEGIES OF A HIGH ACHIEVER STUDENT

THE LEARNING STYLES AND STRATEGIES OF A HIGH ACHIEVER STUDENT

Abstract: High achiever students develop their own effective and efficient strategies that suit themselves in their learning process. The purpose of this research is to discover the learning styles and strategies of a high achiever student. He is referred to as ZX. He is the participant of the research. He is a high achiever student of year 2011 of Semester Five of English Education Study Program in academic year 2013/2014. He has the highest learning achievement among the students. It is expected that the result of this research will be useful as one of the sources of information to better understand the learning styles and strategies of a high achiever student who in this case is ZX. In order to achieve the purpose of the research, the writer conducted an idiographic case study research. In conducting the research, the writer used observation, interview, Oxford’s SILL, Reid’ PLSPQ, and documents as the tools of collecting the data. Based on the result of the data analysis of the research, it is found that ZX had learning styles and learning strategies which were unique to himself. His learning styles and strategies enabled him to learn faster, easier, more enjoyable, and comfortably. His learning styles were tactile, individual, visual, and kinaesthetic. His learning strategies were diligence, responsibility, commitment, great passion of learning for his love towards English, setting goals and targets, understanding himself and others, working together with others, reading English comics, playing video games of English RPG, and management ability.
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