1st JOURNAL
1st Summary
Al-Khasawneh, Fadi Maher and friends. 2014. The Effect of Metacognitive Strategies Instruction on Vocabulary Learning among Jordanian University Students. International Journal of English and Education, Vol. 3, No. 3, 2014, pg. 102-113
Based on the inconsistent and inconclusive of results of the research on strategy instruction before, the researchers of this article aims at identifying the effects of metacognitive strategy instruction on vocabulary learning of Jordanian University of Science and Technology students through ten weeks instruction program. Sixty students randomly chosen as participant in vocabulary test. The students are dividing into two groups, there are 30 students in control group and the other 30 are in experimental group. The experimental group received explicit instruction on using metacognitive strategies while the control group did not receive any instruction. The result of this study is the experimental group surpassed the control group in post-instruction vocabulary test after they got instruction on using metacognitive strategies, so by the result it conclude that the method is proved to be effective.
Source: https://www.ijee.org
2nd Summary - Astrid Nur Aryani
Zaid, Adnan. 2016. Using Proverbs as a Lead-in Activity in Teaching English as a Foreign Language. International Journal on Studies in English Language and Literature. Vol. 4 No. 10. PP: 1-5.
The point of this article is using Proverbs to attract students’ interest in learning English. Not only attract students’ in English, but the researcher also use Proverbs to keep the students’ interest in learning it. By compare between English and local proverbs, the writer may trigger students’ curiosity to learn further. Proverbs also can be used in teaching character building towards students.
2nd JOURNAL
1st Summary
Tasneen, Waseema. Literary Texts in the Language Classroom: a Study of Teachers’ and Students’ views at International Schools in Bangkok . Asian EFL Journal, Vol. 12, No. 4, PDF pg. 1-17
This study’s aim is to find out teachers’ and students’ view about using literary texts in the language classes at some International Schools in Bangkok. Not only that, the researcher also want to know how much compatible are the classroom activities with their views and what kind of materials do the teachers prefer to use in their English language classes. The researcher uses questionnaires (for both teachers and students), interviews (for the two parties) and some observations in the classroom. Both the teachers (37%) and students (68%) believed that literature was an asset to be used as the language teaching resource. However, both the teachers and the students faced some problems with literature in the language classrooms; 88% of the teachers thought that, for the students the linguistic level of the text and sometimes the cultural unfamiliarity hindered their comprehension of the texts. They liked both literatures with small and big ‘L’ to be used in their language classrooms. In fact some of them added that in a number of cases literature with small ‘l’ was more functional, as it gave the students quicker glimpses of various styles and structures.
Source: asian-efl-journal.com
2nd Summary - Astrid Nur Aryani
Na, Wei. 2016. An Analysis of the Main Difficulties in Chinese Kindergarten Bilingual Education. International Journal on Studies in English Language and Literature. Vol.41 No. 3. PP: 29-34.
This article focuses on the analysis of the major difficulties in Chinese kindergarten bilingual education, and possible solutions are given so as to throw light on bilingual teaching in China to some degree. Teachers, students and parents are the three indispensible aspects which are involved in bilingual teaching. Parents have a great responsibility to help their children in learn a new language. Teachers need to change their method to maintain students’ interest in learning English, and to makes the students understand and can achieve their learning goals.
3rd JOURNAL
1st Summary
Huo, Caiqiao and Baoguo Shen. Teaching Reform of English Listening and Speaking in China Based on Mobile Micro-Learning. Creative Education, 6, 2015, pg. 2221-2226
Mobile micro-learning is an effective form of informal learning which can meet the personalized needs of language learners. Students are at a learning stage, more eager to experiment with new things, and the mobile media tools are used widely among them. this study analyzes the advantages of the micro-video and micro-audio, and then focuses on the strategies in making or selecting micro-video and micro-audio. Through the data analysis, the author tries to get information about the actual situation of college students’ mobile learning. By this method, not only provoked the students’ interests in English listening and speaking, but also stimulated the enthusiasm of students.
Source: http://www.scirp.org/journal/ce
2nd Summary - Astrid Nur Aryani
Susanti, Ani. 2016. Techniques of Optimizing Whatsapp as an Instructional Tool for Teaching EFL Writing in Indonesian Senior High School. International Journal on Studies in English Language and Literature. Vol. 4 No. 10. PP: 26-31.
The writer of this paper reported that Whatsapp application as a strategy to enchance students’ language skills, motivation and rapport to adolescent learners. Through this mobile learning, the study shares three techniques of writing activities to help adolescent learners develop their text types writing ability using WhatsApp. The techniques are brainstorming – group drafting – teacher’s feedback, starter – quick writing – peer feedback, and information gathering – elaboration exercises – checklist. The cheap and flexible WhatsApp brings potentials to help the English writing learning, the three techniques presented optimize features in Whatsapp application.
Tidak ada komentar:
Posting Komentar