Methodology in Language Teaching:An Anthology of Current Practice

https://www.ruor.uottawa.ca/bitstream/10393/10903/1/EC52066.PDF

The teaching of literature.

Getting the books error analysis and interlanguage now is not type of challenging means. You could not solitary going once books increase or library or borrowing from your connections to right to use them. This is an unconditionally easy means to specifically get lead by on-line. This online proclamation error analysis and interlanguage can be one of the options to accompany you like having new time.

Error analysis and interlanguage

Thank you for reading sociocultural theory and second language learning. Maybe you have knowledge that, people have search hundreds times for their favorite novels like this sociocultural theory and second language learning, but end up in harmful downloads. Rather than reading a good book with a cup of coffee in the afternoon, instead they are facing with some malicious virus inside their desktop computer.

Sociocultural Theory And Second Language Learning

This research aims to determine: (1) the processes of instructional management based on Curriculum 2013; (2) the constraints faced; and (3) the efforts of its solution in Elementary School in Malang City, Indonesia. This research used a qualitative approach. The research instrument is the researcher himself. Data collected by means interview, observation, and documentation. Informants in this research are supervisors, principals, and teachers. The findings of the research indicate: (1) the process of instructional management applied is from lesson activities plan, the implementation of learning activities, and learning evaluation; (2) the constraints faced by the teachers lesson plans are still not referring to the Curriculum 2013; application of learning the scientific approach by teachers less than optimal; teachers are less than optimal in applying the learning model; and teachers are not optimal assess student learning outcomes that cover three domains of learning that is the attitude, knowledge, and skills; and (3) an alternative solution of the problems faced is the need to organize assistance activities to teachers on the implementation of Curriculum 2013, which discusses the lesson plan, teaching models, scientific approach, and assessment of student learning outcomes.

/pdf/indonesian-curriculum-2013-instructional-management-4kp1izn1hx.pdf

Indonesian Curriculum 2013: Instructional Management, Obstacles Faced by Teachers in Implementation and the Way Forward

Curriculum is undoubtedly an inseparable part of education. In Indonesia, education curriculum has already undergone several changes. Among others, the newly introduced and implemented one is called Curriculum 2013 (K-13). Involving a “scientific approach”, this curriculum is expected to answer both the needs and the challenges to improve the quality of education in Indonesia. Nevertheless, the implementation of this curriculum gives birth to some pros and cons. The present paper is aimed at providing a picture of challenges, opportunities and teachers’ perception on the use of this curriculum in English teaching. The data were collected through in-depth interview to six English teachers in six pilot schools in Bogor and Lampung. The analysis shows that most teachers accepted the curriculum. However, according to them, the curriculum should be evaluated and further developed.

/pdf/teachers-voices-on-the-2013-curriculum-for-english-1w18ht5py0.pdf

Teachers’ voices on the 2013 curriculum for english instructional activities

Indonesia is well-known for its diversity of ethnicity, language, religion and tradition. This gives birth to the emergence of local wisdom in every region in this country. Local wisdom is certainly very meaningful because it is a part of characteristic of the nation. Unfortunately, many today’s young people are not familiar, even do not know, with their local wisdoms. This should be paid more attention since local wisdom is one of the self-identity of the nation. One of strategies to preserve and inherit local wisdom is by integrating it into all lessons, including foreign language, taught at school. Local wisdom needs to be in instructional activities of foreign language teaching, even though they need to learn foreign languages, they would not lose their real identity. The application of this concept is not only to equip the students with linguistic competence but also to provide them with cultural competence. This paper discusses the importance, the reason and the practical ways of integrating local wisdom in foreign language teaching for Indonesian students. It is concluded that the integration of local wisdom is very essential and it could be executed by including the local wisdom values into the materials, allocated time for discussion on local wisdom, classroom activities and the process of teaching linguistic skill.

/pdf/think-globally-act-locally-the-strategy-of-incorporating-2nw5qktalb.pdf

Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia

Today, it is not surprising to say that there is a swiftly rising use of internet in education. Internet with the enormous features has provided up prospects for rich and ground-breaking approaches to deal with educational issues and present solutions to the escalating needs for learning resources. Despite this fact, it is still found few studies and practices of utilizing the internet as the media in the field of teaching Arabic as foreign language. This paper specifically focuses on elaborating the use of YouTube in Arabic language classroom. It is attempting to give the answer for some following questions: why using YouTube as Arabic language learning media? How to search for learning resources on YouTube? What Arabic skills and competencies can be trained? How to effectively integrate these resources in the Arabic language classroom? How to do the internet source evaluation? How to find out which the students prefer? What are the strengths and weaknesses of YouTube as learning media? This paper ends its conclusion by recommending the Arabic language teachers to use sources available on YouTube but they must selectively give to the students.

/pdf/musyahadat-al-fidyu-youtube-based-teaching-and-learning-of-294r8tpq7y.pdf

Musyahadat Al Fidyu: Youtube-Based Teaching and Learning of Arabic as Foreign Language (AFL)

Teaching Arabic as a foreign language (TAFL) in Indonesia has been interest of many scholars, but studies on TAFL in the context of industrial revolution (IR) 4.0 have been rarely conducted. This qualitative study was aimed at investigating the challenges and opportunities in accelerating the quality of Arabic language instruction in the IR 4.0 era. Qualitative data analysis consisting of four steps, namely, data collection, data reduction, data presentation, and data verification was applied to analyze the gathered data. According to the research results, the challenges are the following: Arabic language teachers’ limited adaptation to technology, students’ low motivation to learn, and uncertainty of policies on TAFL practices. The opportunities to effectively establish Arabic teaching and learning are government support, demands on Arabic language skills in modern workplaces, and availability of interactive multimedia.

/pdf/teaching-arabic-in-the-era-of-industrial-revolution-4-0-in-2g0zvcwucb.pdf

Teaching Arabic in the era of Industrial Revolution 4.0 in Indonesia: Challenges and opportunities

Recently, there seem a significantly growing number of studies in the relationship of religion and instructional activities. In Indonesia, the world’s biggest Muslim country where the big number of Islamaffiliated schools play a role in shaping the educational policy, it is considered important that teachers find a good way to take a part in delivering Islamic values while administering the instruction, particularly in the teaching of a foreign language. However, it is still found hard to find the practical and effective strategies to implement both. Moreover, not all experts say yes to include religious teachings and language pedagogy. This paper is aimed at comprehensively discussing the importance and the practices of instilling Islamic values in foreign language classroom in Indonesian context. By doing this, it is expected that the Muslim learners could both achieve the foreign language skills and, in the same time, become more aware of filtering the culture, which is irrelevant with theirs, contained in foreign language they are learning.

/pdf/instilling-islamic-values-in-foreign-language-teaching-an-17ohru687r.pdf

Ahmad Madkur

Papers

Teachers’ voices on the 2013 curriculum for english instructional activities

Think Globally, Act Locally: The Strategy of Incorporating Local Wisdom in Foreign Language Teaching in Indonesia

Musyahadat Al Fidyu: Youtube-Based Teaching and Learning of Arabic as Foreign Language (AFL)

Teaching Arabic in the era of Industrial Revolution 4.0 in Indonesia: Challenges and opportunities

Instilling Islamic Values in Foreign Language Teaching: An Indonesian Context