TEACHING JOURNALS: Three Teaching Journals and three summaries of them

TEACHING JOURNALS 1

SUMMARY 1

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. 
Source: https://www.arcjournals.org/pdfs/ijsell/v4-i10/1.pdf

The paper is about how teachers can make use of proverbs to keep the students interested in learning English to explore on how teachers can make use of proverbs to keep the students interested in learning English and to find the best way to attract the students' attention to the subject so that the students may have a feeling of pleasure while learning, and they are enhanced to learn more at the same time. Using qualitative method with students as the subject (not mentioned the grade/institution), it conclude that proverbs can serve as interesting lead-in activities because they are meaningful and they contain some good values that can be practiced in daily life. In relation to character building, proverbs bear some educational values which can be used to build the students' character. 

SUMMARY 2 (VANNY KARLINA's)

Sabeh ghada.2011. A Match or A Mismatch Between Student and Teacher Learning Style Preferences. International English in Linguistics. Vol.1,no.1.11, March(p-169-179)

The paper explores what are the learning style preferences of students at one of the Lebanese universities, NHU, and their English as a Second Language teachers’ teaching styles preferences and the extent to which age, gender, discipline and time spent studying English affect students’ learning style preferences and how do a  match or a mismatch use between teaching and learning style preferences in Intensive English (IE) classes and the effect on student achievement. It is done to identify the learning styles of the students enrolled in an American affiliated Lebanese university who are currently registered in intensive English courses and to investigate whether there is a match between students’ learning styles and teachers’ teaching syles using quantitative method (using PLSPQ, the most widely used self reporting instrument designed to identify the learning styles of non native speakers of English) subjected 103 students of  an American  affiliated Lebanese university who are currently registered in intensive English courses and five ESL teachers. The  results  showed  that Lebanese  students have  a preference  for multiple  learning  styles, auditory, kinesthetic, tactile and visual and  that age, gender, discipline and  time  spent studying English are variables that affect the learning styles of the students. The findings showed that there was no match  between  the  teaching  and  learning styles  of  the  teachers and  students. Implications  are  made  for  the classroom.

TEACHING JOURNALS 2

SUMMARY 1

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.
Source: https://www.arcjournals.org/pdfs/ijsell/v4-i3/5.pdf

This paper discuss about what are major difficulties in Chinese kindergarten bilingual education and what are possible solutions are given so as to throw light on bilingual teaching in China to some degree. The aim of this paper are to identify the major difficulties in Chinese kindergarten bilingual education and to  solve the  problems in  chinese kindergarten  bilingual education. Using qualitative method with chinese kindergarten bilingual students in China, This paper discusses the main problems  in kindergarten bilingual teaching and suggestions are given in order to improve bilingual education in China. Teachers, students and parents are the three indispensible aspects which are involved in bilingual teaching. Parents should take their responsibility as to help their child learn a new language. Teachers need to make imperative changes while teaching as  to make sure language input is available for child learners to understand and process.

SUMMARY 2 (SERWANA IDRIS's)

Rotjanawongchai, Satima. 2016. How Teachers Can Make the Keyword Method More Challenging for Students. The Asian EFL Journal Professional Teaching Articles, Issue 96, 60-82.


This research is about the keyword method, a mnemonic technique involving making an acoustic link between a native-language word or phrase that sounds or looks like the foreign word, is the one of the most extensively researched vocabulary learning strategies. The main goal of this research was to investigate the effectiveness of the keyword method on vocabluary learning when students generate the keywords themselves.The results negate the claim that learners who have been learning foreign languages for a long time may be too unfamiliar with a new strategy and it could interfere with its usefulness. According to the findings, even though students did face some troubles in taking up the new method in the early stages, they were able to work through it on their own.

TEACHING JOURNALS 3

SUMMARY 1

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.

Source: https://www.arcjournals.org/pdfs/ijsell/v4-i10/5.pdf

This paper 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 background of the research is considering the effectiveness of mobile learning for English language classroom, it is interesting to dig the potentials of using the most popular instant messenger (WhatsApp) in English skills teaching.The problems of the research are to explore the possible techniques in optimizing the application of WhatsApp for Teaching English writing in Indonesian senior high schools and examine how WhatsApp helps students to learn language better and enhances their English proficiency.The method uses mix method/ CAR with the subject of the research is students grade X,XI, XII in Jakarta. The results conclude that the cheap and flexibility of WhatsApp brings potentials to help the English writing learning. The 3 techniques presented optimize the features in the WhatsApp: share audio, video, picture, links, document, create groups, and text.

SUMMARY 2 (SERWANA IDRIS's)

Zohrabi, Mohammad. 2016. The Application of Curriculum Components for  Course Evaluation. Journal of English Language Teaching and Learning Tabriz University, No. 17, 2016, P. 148-177

The study discuss about program evaluation that is the prime of importance to check the workability of a course. In this way, it can be made sure that the course achieves its intended goals and objectives, and consequently fulfills the learners’ needs, wants, and aspirations. Based on local needs and objectives, this model was modified and extended to seven curriculum components: objectives, attitudes, needs analysis, time, classroom activities, materials, and assessment. In order to gather quantitative and qualitative data, a mixed methods design was employed. The quantitative data were obtained through a questionnaire which comprised 35 items based on the aforementioned curriculum components, i.e. five items for each component. Also, the qualitative data were collected through a semi-structured interview. The participants consisted of 36 undergraduate English majors, i.e. 12 male, 24 female. The results of the study indicate that this course is quite useful for the students to develop their linguistic, cultural, and social knowledge.