Apr 05

ENGLISH GAME

A STUDY ON MAKING USE OF NETWORKING COMMUNICATION IN EFL LEARNERS’ CONTEXT: FIND THE MOST WELL-LIKED

By: Rida Afrilyasanti

ABSTRACT

students' wall profile

students' wall profile

This study is a continuation study for the previous study on the use of English as a Foreign Language (EFL) in Indonesian students for classroom interaction in comparison to the use of English as a networking communication. The results of the previous study showed that students use English more on the networking communication than classroom interaction. Students are able to use English more freely in the networking communication as they do not feel afraid of making mistakes or being scored. In accordance to the results of that study, the study attempted to describe a new teaching activity employing the use of networking communication in EFL learners’ context. The results show that students could use English actively and communicatively. They could give comments freely and understandably as well as understand other friends’ comment easily, so that they contributed actively and supportively in the classroom activity.

Students are commenting on their friend's status

Students are commenting on their friend's status

Key words: networking communication, EFL learners’ context, “find the most well-liked” activity

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Apr 04

TEACHING MEDIA

The Implementation of “Fun Puzzle Picture” in the Teaching of EFL Speaking

By: RIDA AFRILYASANTI

ABSTRACT

Key words: fun puzzle picture, students’ activation, students’ speaking skill.

One of the fun activities in teaching speaking that can help teachers to get everyone in their EFL class talking is “Fun Puzzle Picture”. In “Fun Puzzle Picture,” students are given visual stimuli to help them transfer their idea more easily and build up their interest. Additionally, in “Fun Puzzle Picture”, students are also related to their context as they assigned to talk about something dealing with their context; famous person. Briefly stated, “Fun Puzzle Picture” is considered to be able to help EFL students to learn speaking.

This study is a descriptive qualitative research. The subjects of this study were 36 students of grade X6, Sekolah Menengah Atas (Senior High School) Negeri 8 Malang. The instruments used to collect the data were classroom observation sheet, researcher’s journal, lesson plans, and photographs. All the data gained from all the instruments were collected qualitatively. The researcher then analyzed the data qualitatively, in which the researcher explained the data in detail in descriptive explanation. The next step done by the researcher was describing the findings. All of the data were gathered and analyzed using the criteria of the effectiveness on the implementation of “Fun Puzzle Picture” in activating the students and improve their speaking skill.

The result of the data analysis shows that “Fun Puzzle Picture” is effective as a teaching technique to activate EFL students learning speaking. The students actively mingled, asked each other about the puzzle piece they had and found out the other pieces of their picture puzzle. Students were able to use English in an oral communication to ask and response to some English questions actively, think individually, discuss and conclude so that those pieces of the puzzle picture could be rearranged. Students, moreover, showed their positive reliance and direct (face to face) interaction. The oral recount on the end of the activity helped students with grammar and improved students’ vocabularies and trained students’ pronunciation and fluency.

Regarding to the effectiveness of the implementation of “Fun Puzzle Picture” to activate students in their speaking class, the researcher provides some suggestions for the teachers, schools and the next researchers. In using “Fun Puzzle Picture” as a technique of their teaching of speaking, teachers are suggested to manage the time allocations and activities included because the students may get too excited so that the teacher can lose their classroom management. Furthermore, the schools are suggested to supportively encourage teachers to creatively find out new creative and interesting teaching technique. Finally, other researchers are suggested to use this research as a reference to do similar research with different research method.

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Apr 03

SOCIAL NETWORKING

THE COMPARATIVE STUDY ON THE USE OF ENGLISH FOR CLASSROOM INTERACTION AND NETWORKING COMMUNICATION IN EFL LEARNERS’ CONTEXT

By: Rida Afrilyasanti

ABSTRACT

social networking communication

social networking communication

This study was an attempt to compare the use of English as a Foreign Language (EFL) in Indonesian students for classroom interaction and networking communication. To collect the required data, a questionnaire on the use of English for interaction and communication developed for the purposes of this study was distributed to 40 high school students who were randomly selected from the researcher’s classes based on their activeness in the networking communication using English. The data were also collected from the result of the researcher’s interview with the students and the researcher’s journal as the result of the observation on the students’ activeness and contribution in class as well as on students’ social networking status update. The result of the questioners and the researcher’s journal were compared to show the difference of the students’ use of English on classroom interaction and networking communication. The results showed that students use English more on the networking communication than classroom interaction. Students are able to use English more freely in the networking communication as they do not feel afraid of making mistakes or being scored. In addition, some unexpected findings in EFL teachers’ perceptions of the students’ communication ability in English were found. Overall, the present study can have some insightful implications for the field of the position of English for interaction in EFL learners’ context.

 

Key words: classroom interaction, networking communication, EFL learners’ context

 

 

This study was an attempt to compare the use of English as a Foreign Language (EFL) in Indonesian students for classroom interaction and networking communication. To collect the required data, a questionnaire on the use of English for interaction and communication developed for the purposes of this study was distributed to 40 high school students who were randomly selected from the researcher’s classes based on their activeness in the networking communication using English. The data were also collected from the result of the researcher’s interview with the students and the researcher’s journal as the result of the observation on the students’ activeness and contribution in class as well as on students’ social networking status update. The result of the questioners and the researcher’s journal were compared to show the difference of the students’ use of English on classroom interaction and networking communication. The results showed that students use English more on the networking communication than classroom interaction. Students are able to use English more freely in the networking communication as they do not feel afraid of making mistakes or being scored. In addition, some unexpected findings in EFL teachers’ perceptions of the students’ communication ability in English were found. Overall, the present study can have some insightful implications for the field of the position of English for interaction in EFL learners’ context.

Key words: classroom interaction, networking communication, EFL learners’ context

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