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INDONESIA
BEYOND WORDS
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Core Subject : Education, Social,
A journal on language education, applied linguistics and curriculum & instructions
Arjuna Subject : -
Articles 9 Documents
Search results for , issue " Vol 3, No 2 (2015)" : 9 Documents clear
Task Based English Language Teaching in Saudi Intermediate Schools Al Muhaimeed, Sultan A.
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

This study investigates the effectiveness and appropriateness of a constructivist instructional practice for EFL. It strives to determine whether adopting Task-Based Language Teaching (TBLT) is a more effective means to increase students’ reading comprehension when compared to that of the traditional teaching method. It also attempts to gain understandings that accompany TBLT implementation through constant comparison and contrast them with those that accompany the traditional teaching method. The mixed-method study covers quasi-experimental approach that uses one pretest and several posttests to collect quantitative data, as well as classroom observation and researcher log to collect qualitative data. The independent variable is the use of TBLT and the dependent variable is the students’ reading comprehension achievement scores. A Two-Factor Split Plot analysis with pretest as the covariate is used for analyzing the quantitative data. The analysis of qualitative data includes synthesis, rich, and detailed descriptions for classroom observation and grounded theory for researcher log data. Keywords: Task Based Language Teaching, Constructivist Instructional Practices
Scaffolding in Business English Correspondence Classes at College Level Widjojokoesoemo, Eric Sulindra
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

Language teaching and education have been so long influenced by developmental psychology, namely constructivism. This idea enlightens the world of language teaching. Constructivism has received both praises and critics. Communicative approach followers claim that the principles in constructivism support their thoughts while the followers of a more traditional approach, namely, Grammar Translation Method, claim that the constructivism is just another experiment in language teaching, just like other methods. This article is based on a classroom action research investigation of how scaffolding instruction, the operational ‘terms’ of constructivism, based on its ‘ZPD’ (Zone of Proximal Development), play roles in language teaching, specifically in Business English Writing. The investigation has perceived several important aspects in scaffolding instruction for teaching Business English Correspondence, such as the importance of modeling or giving examples, as well as corrective and immediate feedback, together with positive reinforcement, to improve the learners’ performance. It showed that modeling or giving examples, peer reviewing, together with immediate feedback, brought significant influence on the learners’ perspective, about their learning performance. Keywords: constructivism, Scaffolding, ZPD, Business English Writing
About the Authors Soedjatmiko, Wuri
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

Female Graduate Students on Masculinity: “His girly characteristics worried me and my husband” Yumarnamto, Mateus
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

This paper explores the masculinity discourses appearing in an internet discussion forum in a graduate class. The discussion forum itself is a part of a course related to contemporary issues, media, and identity in literature for children and young adults. In the forum the students are required to respond to the weekly readings, especially the ones related to children and young adult literature. This study is aimed at understanding how masculinity discourses are presented by the members of the forum. There are two main thematic discourses found in the discussion forum. The first one is the dominant discourses of masculinity in which boys should be boys by showing their macho sides. The second one is the subordinate discourse of masculinity—the feminine sides of men. Beyond the texts and academic discussions, these findings show that the hegemonic masculinity persists and unconsciously has influenced many members of the forum. Keywords: masculinity, children literature, readers’ response, discussion forum
Acknowledgement Soedjatmiko, Wuri
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

Teacher Perfectionism and Iranian English Language Learners’ Motivation and Achievement Rezvani, Reza; Pakdaman, Safiyeh; Bigdeli, Rouhollah Askari
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

Educational psychology has recently reflected a policy shift from focusing on “what goes wrong” in schools, including psychological, physical, and educational disabilities, to recognizing and promoting strengths and positive aspects of students and their environments. Within this scope, some lines of research have examined the extent to which setting personal high standards influences such positive outcomes as educational achievement and high level of motivation. The present study was motivated by the concern that Iranian English language teachers setting high standards, i.e. perfectionism, may predict English language learners’ motivation and language achievement. Through cluster random sampling, a total of 30 English language teachers with more than one year of experience and 300 elementary English language learners were selected from English Language Institutes in Fars province, Iran. Frost Multidimensional Perfectionism scale and Motivations Underlying English Language Learning questionnaire were used to measure teachers perfectionism and learners’ language learning motivation, respectively. The learners final scores in the English courses were collected as a measure of their language learning achievement. The result of simple regression analysis revealed that the teachers perfectionism did not predict English language learners’ motivation and language achievement. In other words, Iranian English language teachers perfectionism did not account for any variance in these two variables of interest. Keywords: Perfectionism, Motivation, Language Learning Achievement
Applying Second Language Acquisition Research Findings to Materials: A cognitive-interactionist perspective Freeborn, Lani
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

In recent years, ELT publishers have been criticised for not incorporating the findings of second language acquisition (SLA) research into the design of their teaching materials. The first aim of this article is to inform teachers of key research findings from the cognitive-interactionist approach to SLA by discussing five environmental ingredients that contribute to optimal L2 learning. The second aim of this article is to demonstrate how these research findings can be practically applied to the selection and adaptation of teaching materials. It is the author’s hope that teachers will be encouraged to apply this knowledge to their teaching contexts, and be motivated to keep themselves informed of SLA research findings. Keywords: materials development, SLA research, cognitive-interactionism
Genre-based Pedagogy: A case of an Iranian ESP Business Management course Asl, Hadis Toufani
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

Genre-based instruction has been latterly a very common method used in language courses. In spite of the various research conducted on academic genres, there are still very few studies which examine the learners’ perceptions of genre-based pedagogy, particularly in courses like English for Specific Purposes (ESP). Therefore, the present study aimed at considering the Sophomore Business Management learners’ perspective on genre instruction in their ESP course, at the University of Tehran. The focuses of the present study were the focal genres of textbook and teaching method in terms of the content feature. The data was collected by means of both quantitative and qualitative instruments which were subject to both statistical analysis and constant comparative method of qualitative analysis. Results of the study revealed that the practice of genres were relevant to some of the learners’ subsequent academic and non-academic performance. Furthermore, the results regarding the questionnaire section indicated that a number of learners could apply the genre features and they were conscious of them. By and large, it was concluded that the explicit instruction together with the provision of more English-mediated content courses, for practices outside of the classroom, can have a higher impact on ESP programs. Keywords: ESP, genre-based pedagogy, content, textbook, teaching method, activities, learners’ perception
Authority, Academic Discourse and Ideology in the ESL Writing Class: An ESL teacher’s experience Kanakri, Aseel
BEYOND WORDS Vol 3, No 2 (2015)
Publisher : Widya Mandala Catholic University Surabaya

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Abstract

This paper describes an ESL teachers’ perspective on teaching ESL writing to advanced second language learners reflecting on her experience as an ESL teachers drawing on the students’ responses to survey questions. It shows that writing in English as a Second language has political, cultural, and historical aspects since the “nature and functions of discourse, audience, and persuasive appeals often differ across linguistic, cultural, and educational contexts” In addition, acquiring the discourse proprieties is challenging because they represent culturally bound, conventionalized, and abstract characteristics of academic prose that are frequently absent in written discourse in rhetorical traditions other than the English dominant educational environments. ESL teachers should get the awareness of the needs and challenges that the face and understand the linguistic, cultural, and educational background they are coming from in order to help them overcome these challenges which also should dictate the instructional pedagogies, curriculum and assessment. Keywords: academic discourse, ESL writing, teacher’s perspective, ideology

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