This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation of the trainees' test results descriptively. This study found: (1) the content of the FEDthatdeveloped“Imparting and seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and (2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4 investigated PPTKIS.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
This document summarizes several studies on improving students' oral communication skills. One study found that students should learn how language works in addition to using English in the classroom. Another identified three key areas of knowledge - social, self, and content - that influence oral communication effectiveness. Additional studies explored using games and group work to improve students' speaking abilities and confidence. The document also defines speaking as a skill and discusses mixed methods research approaches.
This document discusses deciding on the degree of emphasis for different micro skills in writing classes based on an analysis of student error frequencies. The researcher analyzed essays from 300 students to identify 13 common error types. Based on the error occurrence rates, the researcher suggested a hierarchy of error types to focus on and strategies for teaching writing skills pre-writing, writing, and post-writing. The researcher aimed to determine which micro skills and errors should receive more emphasis to help students improve their writing.
1) The document discusses a study that compared the effectiveness of input-oriented tasks (like glossing) and output-oriented tasks (like gap-filling and composing) on improving EFL learners' vocabulary.
2) 64 Iranian EFL learners were divided into two groups - one received input tasks and the other received output tasks over 15 sessions.
3) Both groups showed improvement on a vocabulary test, but the study found no significant difference between the groups, suggesting that neither input nor output tasks were superior for vocabulary learning.
The relationship between the extraversion trait and use of the english langua...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Extraversion trait and use of the English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), a Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran were the volunteer to participate in this research work. The intact classes were chosen. The results show that there is a significant relationship between the Extraversion trait and use of the each of three of the six categories of ELLSs (Memory Strategies, Meta-cognitive Strategies, and Social Strategies).
The exploring nature of vocabulary acquisition and common main gaps in the cu...Dr. Seyed Hossein Fazeli
Vocabulary can be as a key factor for success, central to a language, and paramount to a
language learner. In such situation, the lexicon may be the most important component for
learners (Grass & Selinker, 1994), and mastering of vocabulary is an essential component of
second/foreign language teaching and learning that has been repeatedly acknowledge in
theoretical and empirical second/foreign language acquisition research. The intent of the current
study is to set out the nature of vocabulary acquisition alongside the expressing importance of
vocabulary acquisition. The importance of the present study is to explore the current studies of
vocabulary in order to find out common main gaps among such studies.
The relationship between the neuroticism trait and use of the english languag...Dr. Seyed Hossein Fazeli
The present study aims to find out the relationship between the Neuroticism trait and English Language Learning Strategies (ELLSs) for learners of English as a foreign language. Four instruments were used, which were Persian adapted Strategy Inventory for Language Learning (SILL), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that there is significant relationship between the Neuroticism trait and use each of four of the six categories of ELLSs (Memory Strategies, Cognitive Strategies, Metacognitive Strategies, and Social Strategies).
This document summarizes several studies on improving students' oral communication skills. One study found that students should learn how language works in addition to using English in the classroom. Another identified three key areas of knowledge - social, self, and content - that influence oral communication effectiveness. Additional studies explored using games and group work to improve students' speaking abilities and confidence. The document also defines speaking as a skill and discusses mixed methods research approaches.
This document discusses deciding on the degree of emphasis for different micro skills in writing classes based on an analysis of student error frequencies. The researcher analyzed essays from 300 students to identify 13 common error types. Based on the error occurrence rates, the researcher suggested a hierarchy of error types to focus on and strategies for teaching writing skills pre-writing, writing, and post-writing. The researcher aimed to determine which micro skills and errors should receive more emphasis to help students improve their writing.
1) The document discusses a study that compared the effectiveness of input-oriented tasks (like glossing) and output-oriented tasks (like gap-filling and composing) on improving EFL learners' vocabulary.
2) 64 Iranian EFL learners were divided into two groups - one received input tasks and the other received output tasks over 15 sessions.
3) Both groups showed improvement on a vocabulary test, but the study found no significant difference between the groups, suggesting that neither input nor output tasks were superior for vocabulary learning.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
This document discusses applying Bloom's Taxonomy of educational objectives to grade English texts in terms of difficulty for non-native English translators. The study had 30 Iranian English translation students take a translation test with 6 passages graded based on the cognitive processes (knowledge, comprehension, application, etc.) required. Results found translator performance quality aligned with expected difficulty based on Bloom's levels, except for the synthesis text. The findings support using Bloom's Taxonomy to assess translation quality and reliability, and to teach translation skills.
This study examined the impact of cohesive devices in English textbooks on Iranian high school students' reading comprehension. 64 students were divided into experimental and control groups. The experimental group read passages from a textbook that highlighted cohesive devices, while the control group practiced past exam questions. Both groups took a pre-test and post-test of reading comprehension. Results of t-tests and effect size calculations showed that the experimental group performed significantly better on the post-test, indicating that exposure to cohesive devices in texts helped improve their reading comprehension. A correlation also suggested that students with higher English proficiency benefited more from the cohesive devices. The findings suggest explicit instruction of cohesive devices could aid EFL reading comprehension.
This document discusses a study that investigated the impact of English metaphorical awareness on vocabulary retention in 60 intermediate EFL learners in Iran. The experimental group received 20 minutes of tasks involving pictorial idioms, poems, and matching for 16 sessions to increase their metaphorical awareness, while the control group received regular vocabulary exercises. The experimental group significantly outperformed the control group on tests of vocabulary retention, supporting the positive impact of metaphorical awareness training. Prior research suggests metaphorical awareness can help EFL learners better understand polysemic words and idioms by recognizing conceptual metaphors.
The level of creativity in english writing among jordanian secondary school s...Alexander Decker
This study aimed to measure the level of creativity in English writing among Jordanian secondary school students. The researchers used the Torrance Test of Creative Thinking (TTCT) to assess the creativity dimensions of fluency, flexibility, and originality in a sample of 100 students from schools in Irbid and Amman. The TTCT is considered the best test for evaluating these dimensions of creativity in writing. The results showed that the students demonstrated a moderate level of creativity overall in their English writing. The study aimed to provide information to help improve programs and teaching to further develop students' creativity.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
This document discusses the history and principles of communicative language teaching (CLT). It describes how methods have shifted over time from the grammar-translation method to more recent approaches focused on meaningful communication. The audiolingual method emphasized repetition and habit formation but failed to develop students' communicative abilities. CLT emerged due to theories of language as rule-governed creativity and a view of language's primary function as communication. CLT organizes instruction around real-life tasks and uses the target language to maximize engagement and language use.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
This document discusses applied linguistics in language education. It begins by outlining the key steps in approaching problems from an applied linguistics perspective: identifying problems, contextualizing them theoretically, exploring solutions, and evaluating proposals. It then discusses several influential theories in applied linguistics, including generative linguistics, second language acquisition, communicative language teaching, systemic functional grammar, discourse analysis, and learner-centered approaches. The document emphasizes the importance of applied linguistics in language education and highlights four main areas of focus for applied linguistics research: language systems, language use, language learning, and language teaching. Finally, it discusses the roles of language teachers in relation to applied linguistics, such as drawing on relevant theories and research to guide
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
This document discusses key concepts in applied linguistics including definitions of applied linguistics, areas of applied linguistics study, issues in applied linguistics, the relationship between applied linguistics and language education, and debates around the native speaker concept. It provides an overview of applied linguistics as using linguistic knowledge to solve real-world language problems, highlights 16 topic areas in applied linguistics, and examines theoretical and methodological considerations in the field.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
The document discusses the communicative approach to language teaching. It emphasizes using interaction and communication as both the means and goal of language learning. Classroom activities focus on producing meaningful real communication through tasks and authentic materials. The goal is to develop students' communicative competence in using language as a tool for interaction and communication.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
The document discusses three cognitive linguistic approaches to teaching vocabulary to EFL learners: categorization, prototype, and metaphor. Categorization involves grouping words based on similarities. The prototype approach recognizes that some words are better representations of categories than others. Metaphor allows words to take on figurative meanings beyond their literal definitions. Studies have found that lessons applying these cognitive linguistic concepts can improve students' vocabulary retention compared to traditional memorization methods.
A Study on the Perception of Jordanian EFL Learners’ Pragmatic Transfer of Re...Yasser Al-Shboul
This study investigates the perception of Jordanian EFL learners’ (JEFL) pragmatic transfer of refusal strategies in
terms of contextual and cultural factors. Data were collected using a discourse completion test (DCT) and a scaledresponse
questionnaire (SRQ) to elicit perception data from the participants. Data from the SRQ were analyzed based
on the speaker’s right to refuse the initiating act. Findings revealed that the right the speaker has to refuse the initiating
act was assigned high ratings by the three groups (i.e., M > 3.00) in all social categories. Individually, however, the
groups displayed the rating value differently where the AEL1 group’s perception of the speaker’s right was relatively
higher than that of the JEFL and JAL1 groups in all the social categories. The JEFL participants’ negative pragmatic
transfer criteria were met in the first and third social categories. The study concludes with a discussion of important
directions for future research.
This document discusses applying Bloom's Taxonomy of educational objectives to grade English texts in terms of difficulty for non-native English translators. The study had 30 Iranian English translation students take a translation test with 6 passages graded based on the cognitive processes (knowledge, comprehension, application, etc.) required. Results found translator performance quality aligned with expected difficulty based on Bloom's levels, except for the synthesis text. The findings support using Bloom's Taxonomy to assess translation quality and reliability, and to teach translation skills.
This study examined the impact of cohesive devices in English textbooks on Iranian high school students' reading comprehension. 64 students were divided into experimental and control groups. The experimental group read passages from a textbook that highlighted cohesive devices, while the control group practiced past exam questions. Both groups took a pre-test and post-test of reading comprehension. Results of t-tests and effect size calculations showed that the experimental group performed significantly better on the post-test, indicating that exposure to cohesive devices in texts helped improve their reading comprehension. A correlation also suggested that students with higher English proficiency benefited more from the cohesive devices. The findings suggest explicit instruction of cohesive devices could aid EFL reading comprehension.
This document discusses a study that investigated the impact of English metaphorical awareness on vocabulary retention in 60 intermediate EFL learners in Iran. The experimental group received 20 minutes of tasks involving pictorial idioms, poems, and matching for 16 sessions to increase their metaphorical awareness, while the control group received regular vocabulary exercises. The experimental group significantly outperformed the control group on tests of vocabulary retention, supporting the positive impact of metaphorical awareness training. Prior research suggests metaphorical awareness can help EFL learners better understand polysemic words and idioms by recognizing conceptual metaphors.
The level of creativity in english writing among jordanian secondary school s...Alexander Decker
This study aimed to measure the level of creativity in English writing among Jordanian secondary school students. The researchers used the Torrance Test of Creative Thinking (TTCT) to assess the creativity dimensions of fluency, flexibility, and originality in a sample of 100 students from schools in Irbid and Amman. The TTCT is considered the best test for evaluating these dimensions of creativity in writing. The results showed that the students demonstrated a moderate level of creativity overall in their English writing. The study aimed to provide information to help improve programs and teaching to further develop students' creativity.
Language Needs Analysis for English Curriculum Validationinventionjournals
This document summarizes a study that analyzed the language needs of 349 tertiary students in Oman to validate the English curriculum. The study found that most respondents were under 19 years old and female. It also found that identifying errors skills, writing skills, correct usage, reading skills and listening skills were significantly affected by the respondents' profiles, but speaking skills and vocabulary skills were not. The document discusses the methodology used, which was a descriptive method employing purposive sampling and questionnaires. It also provides tables analyzing the respondents' profiles and language performance in areas like listening, speaking, reading, writing, vocabulary and grammar. The study aims to help curriculum designers develop an English learning process based on students' needs.
This document discusses the history and principles of communicative language teaching (CLT). It describes how methods have shifted over time from the grammar-translation method to more recent approaches focused on meaningful communication. The audiolingual method emphasized repetition and habit formation but failed to develop students' communicative abilities. CLT emerged due to theories of language as rule-governed creativity and a view of language's primary function as communication. CLT organizes instruction around real-life tasks and uses the target language to maximize engagement and language use.
The influence of personality traits on the use of memory english language lea...Dr. Seyed Hossein Fazeli
The present study aims to find out the influence of personality traits on the choice and use of Memory English Language Learning Strategies (MELLSs) for learners of English as a foreign language, and the role of personality traits in the prediction of use of such Strategies. Four instruments were used, which were Adapted Inventory for Memory English Language Learning Strategies based on Memory category of Strategy Inventory for Language Learning (SILL) of Rebecca L. Oxfords (1990), A Background Questionnaire, NEO-Five Factors Inventory (NEO-FFI), and Test of English as a Foreign Language (TOEFL). Two hundred and thirteen Iranian female university level learners of English language as a university major in Iran, were volunteer to participate in this research work. The intact classes were chosen. The results show that however, there is a significant relationship between four traits of personality and the choice and use of MELLSs, but personality traits cannot be as a strong predictor with high percent of contribution to predict the choice and use of the MELLSs.
This document discusses applied linguistics in language education. It begins by outlining the key steps in approaching problems from an applied linguistics perspective: identifying problems, contextualizing them theoretically, exploring solutions, and evaluating proposals. It then discusses several influential theories in applied linguistics, including generative linguistics, second language acquisition, communicative language teaching, systemic functional grammar, discourse analysis, and learner-centered approaches. The document emphasizes the importance of applied linguistics in language education and highlights four main areas of focus for applied linguistics research: language systems, language use, language learning, and language teaching. Finally, it discusses the roles of language teachers in relation to applied linguistics, such as drawing on relevant theories and research to guide
This document discusses key concepts in second language acquisition (SLA) research. It covers Universal Grammar and how it relates to both first and second language learning. It also describes Stephen Krashen's Monitor Theory and its hypotheses about acquisition vs learning, the role of comprehensible input, and the affective filter. The concept of interlanguage is introduced, which refers to a learner's developing mental grammar system that draws on their first language but is also distinct from both the first and target languages. Research on developmental sequences in language learning is also mentioned.
This document discusses key concepts in applied linguistics including definitions of applied linguistics, areas of applied linguistics study, issues in applied linguistics, the relationship between applied linguistics and language education, and debates around the native speaker concept. It provides an overview of applied linguistics as using linguistic knowledge to solve real-world language problems, highlights 16 topic areas in applied linguistics, and examines theoretical and methodological considerations in the field.
The modern approach on application of abbreviation and acronym strategy for v...Dr. Seyed Hossein Fazeli
This document discusses a modern approach to applying abbreviation and acronym strategies for vocabulary learning in second/foreign language learning. It proposes that this strategy can help make vocabulary learning easier and improve long-term retention. The strategy involves coding word meanings using extracted letters to form abbreviations or acronyms. This allows learners to focus more on meaning than form in the early stages of learning. The document outlines different types of abbreviations/acronyms and considerations for applying this strategy in teaching and testing vocabulary. It argues this approach can positively impact learners' views of vocabulary learning when implemented appropriately.
Relationship between Creativity and Tolerance of Ambiguity to Understand Metaphorical Polysemy: A Pilot Study
Maha Ounis,
University of Sfax, Tunisia
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
Embarking The Six Thinking Hats in EFL Students’ Dissertation Writing at Saida University
Dr. Nadia Ghounane & Dr. Hanane Rabahi,
Department of English Language and Literature, Faculty of Letters, Languages and Arts,
Saida University, Dr. Moulay Tahar, Algeria & Department of English Language and Literature, Faculty of Letters and Languages, Maghnia University Centre, Algeria
The present study aims to provide some helpful techniques that guide EFL students in writing essays based on de Bono’s The Six Thinking Hats, hoping that these techniques can help EFL Master Students in writing their dissertations. The researchers selected first-year Master's students at Dr. Moulay Tahar University, Saida. The sample of the study consists of 39 students forming the experimental group. Before starting the experiment, the group had a pretest. After that, they were taught how to use the Six Thinking Hats Approach in writing the abstract and general introduction. The findings of the study revealed that there is a significant difference between the results of the pretest and posttest. The result also indicated that the use of the Six Thinking Hats technique provides mechanisms that can enhance the EFL student’s writing skill mainly, in writing dissertations. It is recommended that more importance should be given to practice in developing students’ writing skills. This may enhance the teaching process by implementing techniques that include cognitive abilities in writing tasks that may also improve their critical thinking.
Keywords: Abstract and General Introduction Writing, Cognitive Abilities, Dissertation Writing, EFL Master Students, Six Thinking Hats
The Sixth International Conference on Languages, Linguistics, Translation and Literature
9-10 October 2021 , Ahwaz
For more information, please visit the conference website:
WWW.LLLD.IR
This document discusses the importance of context in language comprehension and learning. It presents research showing that providing contextual information and activating students' background knowledge can improve comprehension. Visual aids like pictures and videos are found to help lower-level learners, while techniques like discussing vocabulary, titles and questions are also effective, especially for more advanced learners. The role of schema theory is explained, which holds that comprehension involves both bottom-up processing of textual details and top-down processing using context and expectations. Contextualizing language instruction and practice is recommended over isolated teaching of forms.
The document discusses the communicative approach to language teaching. It emphasizes using interaction and communication as both the means and goal of language learning. Classroom activities focus on producing meaningful real communication through tasks and authentic materials. The goal is to develop students' communicative competence in using language as a tool for interaction and communication.
The Effects of Communicative Language Teaching approach (CLT) on Grammar Teac...AJSERJournal
Grammar Translation Method or GTM, which greatly supports students for grammar-based written tests,
is the priority way of grammar teaching in Vietnam. That’s why many students are gradually lacking communication
abilities. In the light of Communicative Language Teaching approach or CLT, grammar is now taught in more
interesting ways. Lately, many studies have found that teaching and learning grammar in communicative contexts
helps students gain better level of language proficiency especially more fluent and accurate speaking skill. Therefore,
this paper aims to evaluate the impact of CLT in grammar instruction for first year English majored students at Dong
Nai Technology University. In addition, how students respond to the lessons instructed by CLT method is also fully
described in the paper. The results show that CLT approach brings many benefits for EFL students. Moreover, students
gain strong motivation and positive attitude through the lessons with CLT
The document discusses three cognitive linguistic approaches to teaching vocabulary to EFL learners: categorization, prototype, and metaphor. Categorization involves grouping words based on similarities. The prototype approach recognizes that some words are better representations of categories than others. Metaphor allows words to take on figurative meanings beyond their literal definitions. Studies have found that lessons applying these cognitive linguistic concepts can improve students' vocabulary retention compared to traditional memorization methods.
Critical language awareness_in_pedagogic_contextjacktriza
This document summarizes a study that investigated developing students' critical language awareness through teaching techniques of critical discourse analysis. The researcher integrated critical analysis activities into their teaching methodology with 18 graduate students. A pre-test and post-test showed that the students' critical thinking abilities increased after learning CDA techniques. Their motivation and ability to analyze the meaning and messages of texts also improved. The study concluded that teaching students CDA led to around 90% increase in their critical language awareness.
A Genre-Based Approach To Writing Instruction In EFL Classroom ContextsKatie Naple
This summary provides an overview of a study that explored how 14 Japanese university students improved their understanding of genre structure and language features for writing argumentative essays through a 15-week English writing course using a genre-based approach.
The study administered pre- and post-surveys and analyzed students' self-reflection texts using 12 criteria to evaluate changes in their genre awareness and writing skills. The preliminary results showed that the students' comprehension of the generic structure and lexicogrammar of the target genre improved, particularly for the second and third paragraphs. Increased understanding of textual, interpersonal, and experiential meaning in the texts correlated with gains in students' self-efficacy and confidence in writing. The analysis indicated that a genre
Analyzing Hots Of The Third Semester English Students At Timor University On ...Brooke Heidt
This study analyzes the higher-order thinking skills (HOTS) of third semester English students at Timor University in writing thesis statements for paragraphs. 35 students were given a test assessing their abilities in analysis, evaluation, and creation. Most students (26) scored 51-75, demonstrating a good ability level. However, only 2 students scored 76-100 and 7 students scored 26-50. The findings indicate that while most students have a good ability, some need improvement in higher-order thinking skills for writing thesis statements.
The major thrust of this research has been a psycholinguistic analysis of effectiveness of topic familiarity and two types of translation tasks (from L1 to L2 and L2 to L1) on retention of incidental vocabulary learning for a longer duration. The effects of translation tasks and topic familiarity have been studied individually .However, the relative effect of topic familiarity conditions and translation in two directions have not been attended to in longer period of time. In doing so, thirty intermediate EFL students were asked to translate a few texts in two directions with two conditions of topic (un)familiarity .Each text contains some unknown words .The students were tested on these unknown words and the responses were examined in immediate and delayed post tests. The delayed post test session held after 2 weeks. The results show that, unlike the revised hierarchical model (RHM), translation task directions did not have significant effect on incidental vocabulary learning while retention was more effective with topic familiar texts in the both tests .In addition, topic familiarity of the texts play an important part in the process of incidental vocabulary learning. The article concludes with some suggestions for task designing and vocabulary teaching.
An Investigation of the Reading Text ‘Pakistan Zindabad’ (Long Live Pakistan)...Bahram Kazemian
This paper is a critical study in Critical Discourse Analysis paradigm of a Textbook prescribed for intermediate students (Second Language Learners) in Government Colleges affiliated to the Board of Intermediate and Secondary Education (BISE) Larkana, Sindh, Pakistan. The textbook contains selected texts to improve students reading skills integrated with writing activities. Each of the texts contains questions at the end to be answered. It is observed that the reading tasks are badly designed and there is no mental activity to involve students in the text discourse. The study focuses on critical discourse of the underlying text to inspect whether the text reading involves students in the critical discourse or not; it also attempts to analyze the Reading Text ‘Pakistan Zindabad’ to identify problems showing the gap and unawareness on the part of teachers and students regarding the critical discourse of the text in classroom reading context. It is also suggested that teachers need to bring about a change in their traditional teaching methods in order to tackle the issue. The awareness of critical discourse analysis is recommended on the part of the teachers in order to analyze and understand the real meaning of the text. In result, it may develop the critical approach which is very essential for a reader.
Vocabulary Learning Strategies of Kurdish LanguageAI Publications
This document discusses a research study investigating vocabulary learning strategies used by Kurdish language learners at University of Duhok in Kurdistan. The study aims to examine the relationship between memory, metacognitive, social, and cognitive learning strategies and vocabulary acquisition. The researcher conducted a literature review on language learning strategies, the role of vocabulary in language learning, and classifications of vocabulary learning strategies. The findings showed a positive relationship between the four strategy types (memory, metacognitive, social, cognitive) and effective vocabulary learning.
This study focused on fostering learning experiences and improving students’ oral communicative potential by lowering their anxiety through technology. The participants were EFL students at the Zand Higher Education Institute in Shiraz, Iran. Their responses to the Foreign Language Classroom Anxiety Scale (Horwitz et al., 1986) proved that they were suffering from some emotional factors; particularly anxiety interfering with their second language acquisition process. Voice Thread, an on-line program was introduced to them as a tool to achieve the above-mentioned goals. An oral survey based on items used by Von Worde (2003) showed this group of EFL language learners’ anxiety was alleviated by using the proposed tool. As speaking is one of the main productive skills in second language learning, the pedagogical implications of the study can be beneficial to both teachers and learners. The results can help teachers match instruction to learners’ needs.
A Study On Strategy Instruction And EFL Learners Writing SkillMartha Brown
This document summarizes a study that investigated the effects of teaching the concept mapping learning strategy on EFL students' writing skills. Sixty Iranian students studying English at the intermediate level were divided into experimental and control groups. The experimental group received 12 weeks of instruction in using concept maps to organize ideas for writing, while the control group did not receive this instruction. Both groups completed writing assessments before and after the instruction. The results showed that the students who learned concept mapping scored higher on the post-instruction writing assessment than those who did not receive this strategy instruction, indicating that teaching learning strategies like concept mapping can improve EFL writing skills.
This document discusses approaches, methods, and techniques in language teaching. It defines each level of the hierarchy:
- Approach is the philosophy or belief system about language and learning.
- Method operationalizes the approach and specifies objectives, content, activities, and roles.
- Technique refers to classroom implementation.
It outlines different theories that underlie approaches, such as cognitive, structural, functional, and sociocultural models of language. It also discusses theories of learning like behaviorism, constructivism, and interactionism. Methods are analyzed based on their objectives, syllabus, activities, learner and teacher roles, and materials. Techniques refer to specific classroom behaviors.
Directions
Length: ~3-4 typed, double-spaced pages (approx. 750-1000 words)
Content: The reviews will follow a summary/response organization. The following questions should help guide your review:
Summary:
· General comments: The goal of this part of your review is to demonstrate your comprehension of the study. As such, assume your target audience is non-experts in SLA research. Avoid highly technical details and jargon, opting instead for more accessible language and descriptions, i.e., “your own words.” There should be no need for any quotes in this summary.
· Content: Your summary should address the following questions:
· What were the goals of the study? What were the researchers hoping to find out as a result of the study? What were the gaps/limitations in our understanding that they were hoping to address? (Note: You do not need to summarize their entire literature review, but should provide some basic background to contextualize the study.)
· How did they attempt to address the research questions? Summarize the methodology employed. Who were the participants? What data-collection methods/instruments were used? What was analyzed, compared…?
· What were the key findings? (Note: No need to discuss detailed statistical findings. Simply summarize the important findings). How did the researcher(s) interpret these findings in relation to their research questions and previous research discussed in their literature review?
Response:
· General Comments: The goal of this part of your review is to demonstrate your intellectual interaction with the research you have read.
· Content: Your response should address the following questions:
· What new terms or concepts have you learned from this article? (Don’t just list terms/concepts, but briefly explain them.)
· How do the findings relate to your own experience with and/or ideas about language acquisition? Any surprises? Confirmations? Anything about which you remain skeptical? (If relevant, how do findings relate to other course readings or discussions?)
· What questions has this study—the methodology, the findings, etc.—raised for you? What do you suspect might be the answer to your questions?
Applied Linguistics 2014: 35/2: 184–207 � Oxford University Press 2013
doi:10.1093/applin/amt013 Advance Access published on 13 July 2013
Dynamics of Complexity and Accuracy: A
Longitudinal Case Study of Advanced
Untutored Development
*BRITTANY POLAT and YOUJIN KIM
Georgia State University
*E-mail: [email protected] or [email protected]
This longitudinal case study follows a dynamic systems approach to investigate
an under-studied research area in second language acquisition, the development
of complexity and accuracy for an advanced untutored learner of English. Using
the analytical tools of dynamic systems theory (Verspoor et al. 2011) within the
framework of complexity, accuracy, and fluency (Skehan 1998; Norris and
Ortega 2009), the study tracks accuracy, syntactic complexity, a ...
Assignment 6. Protocol and Data Analysis-Sample video presentation [Autoguard...SuzMtzg
This document discusses research on factors that affect English language learning. It aims to identify the level of influence of sociocultural level, geographical location, motivation, and personal factors on students' English acquisition. The study was conducted on students from a technical high school in Chiapas, Mexico. The theoretical framework discusses theories of foreign language learning and acquisition, noting the importance of English as a global language. It also covers differences between native and non-native speakers and learning theories such as behaviorism and innatism.
This study traces three major shifts in TESOL methods from 1991 to 2006: 1) from communicative language teaching to task-based language teaching, 2) from method-based pedagogy to postmethod pedagogy, and 3) from systemic discovery to critical discourse. It analyzes these shifts, including the transition from CLT to TBLT due to problems with CLT like lack of authenticity in classrooms. It also examines the transition from method-based teaching to postmethod frameworks that emphasize local knowledge and teacher autonomy. Finally, it discusses the shift toward critical approaches that connect language to real-world issues.
The specific processes, techniques, and actions that learners take to facilitate their language learning have been widely explored under the concept of language learning strategies (LLS); however, more exploration is needed about recent investigations in this area, as calls for new theorization of strategies research have emerged. This systematic literature review aimed at exploring the prevailing research methodologies and educational settings appertaining to LLS in English as foreign language (EFL) contexts. The study analyzed 42 articles published from 2017 to 2023 in journals in the field of social sciences in the Scopus and ERIC databases. The findings show how non-intervention quantitative approaches are predominant in LLS research, occasionally accompanied by qualitative data collection methods. Accordingly, most research has favored descriptive and correlational designs, identifying the relationships between the use of strategies and variables such as language proficiency, demographic aspects, motivation, and self-regulation. Grounded on the revision of existing evidence, this article advises future strategy-based research to focus on primary and secondary levels of education, strategy instruction, cultural aspects, and qualitative research designs.
The document discusses Communicative Language Teaching (CLT) at the level of approach and design. It defines CLT as an approach that emphasizes authentic communication, interaction, task-based activities, and language use for meaningful purposes. The goal of CLT is to develop communicative competence, which includes grammatical competence as well as sociolinguistic competence. In CLT, the teacher acts as a facilitator and the learner participates through cooperative work. The syllabus can be organized around grammar, skills, functions, or tasks to promote meaningful communication.
11.the theoretician and the practitioner represent a language community or it...Alexander Decker
This document discusses the relationship between theory and practice in linguistics and language teaching. It presents the results of a study examining attitudes towards theory and practice among 100 students at Assiut University in Egypt.
The study found strong differences in how students responded to questions about theory and practice. For most questions, a majority of students agreed or strongly agreed that theorists and practitioners can represent a language community and its knowledge. This supports the idea that there is a close relationship between theory and practice.
The document reviews related literature on the topics of fieldwork linguistics, language learning, and the application of theoretical linguistics. It concludes that both theory and practice play integrated and important roles in applied linguistics and representing a language.
Similar to Functional English Design for Domestic Migrant Workers (20)
The Responses of Non-English Major Students with Visual Learning Style of Wri...idhasaeful
This research is conducted towards the students of non-English major with visual learning style and writing preference. There are 14 students, which are taken to be the respondents. Questionnaires are the instrument used to gather the data in this research. This research employs descriptive qualitative method in analyzing the data.
The result portrays that 3 major findings: (1) most of the students find it difficult to accomplish the oral English test which is natural and normal due to their preference skill in writing, (2) in spite of the difficulty of the oral English test, the majority of the students consider the test to be challenging, accommodating and satisfying (3) a large number of the students get the benefit from the effectiveness of the feedback that they get in the form of rubrics.
Lesson Study: What do Pre-Service Teachers Tell?idhasaeful
This summary provides an overview of pre-service teachers' perspectives on Lesson Study based on a study involving 17 pre-service teachers in Indonesia:
1) The majority of pre-service teachers had little knowledge of Lesson Study prior to the study, though after researching the topic most were able to accurately describe it.
2) While some pre-service teachers reported witnessing Lesson Study activities during their teaching placements, upon further examination many seemed to confuse it with regular teacher meetings.
3) Interviews revealed that more pre-service teachers had experiences with Lesson Study than initially reported, such as witnessing it as students or during placements, and saw benefits like improved teaching methods.
Qualifying Teachers of English for Specific Purposes to Meet the Global Chall...idhasaeful
As institutions of higher education prepare graduates to strive for the more competitive job market, teachers of English for Specific Purposes (ESP) play a pivotal role to nurture and facilitate students’ English competence for career advancement. It is commonly hypothesized that ESP teachers require more than that of general English instructors are capable of in language teaching-related pedagogy. However, limited numbers of such studies have been conducted in Indonesia as a potentially developing country in the world. This quantitative study aims to portray ESP teachers' perceived qualifications, benefits of the program instruction, and its relevance to meet the challenges of the globalization. Initial findings of this study reveal that almost all of the respondents acknowledged the necessity of ESP teachers to demonstrate capacity in educational principle, language learning theory, Linguistics competence, material and media design, classroom management, intercultural understanding, language assessment, and classroom-based research inquiry. It is perceived that successful ESP teaching is significantly required for graduates to excel the job market, increase professionalism at work, and facilitate the nation competitive edge. Furthermore, ESP programs are considered relevant to meet the present and future challenges of globalization. More elaborative findings will be obtained, specifically addressing difference-variance of perceptions according to respondents’ education background and teaching experience.
Incorporating ‘Ahmad Dahlan Values’ in the Curriculum of Higher Educationidhasaeful
In 2012 the Directorate General of Higher Education of Indonesia required all higher education institutions to implement the Curriculum of Higher Education. As a part of higher education institutions, English Education Department of Universitas Muhammadiyah Yogyakarta has been implementing this curriculum for five years. Curriculum of Higher Education has shifted the old paradigm of teacher-centered learning to the new pedagogical approach called student-centered learning. The implementation of the Curriculum of Higher Education necessitates all study programs to alter their curriculum oriented to produce competent graduates. English Education Department of Universitas Muhammadiyah Yogyakarta has also been making attempts to incorporate the Muhammadiyah values proposed by its founder, KH. Ahmad Dahlan. The research is aimed at exploring how the Ahmad Dahlan’s’ values are implemented in the CHE setting at the EED of UMY. The data were collected by means of interviews with a head of department and two lecturers, teaching observation, and document analysis and focus group discussion with 20 students. The research found that the principles proposed by Ahmad Dahlan including the curriculum structure, pedagogical techniques, and character education had been successfully incorporated in the implementation of CHE and the Ahmad’s Dahlan values’ correspond to the CHE principles.
The Effects of Self-Efficacy on Motivation of Reading English Academic Text idhasaeful
The motivation of reading the academic text, especially in the English language, has been a problem for students of higher education. Whereas, reading ability is one of the important factors of students’ successful learning. This research aims to analyze the role of student’s self-efficacy in the level of motivation to read the textbooks in the English Language. This research applied quantitative approach. The population of this research is the whole students majoring in Management, Faculty of Economics, Universitas Islam Indonesia, that take Basic Academic Reading course in the first semester. The research’s primary data was collected by closed questionnaire and supported by structured interviews (by 90% response rate). Meanwhile, the sampling technique used is purposive random sampling, and data analysis method used is Pearson Product Moment’s correlative coefficient. The result of this research revealed that students’ Self-Efficacy (SE) has a significant positive influence on their Motivation in Interest Aspect (MI), Motivation in Dedication Aspect (MD), and Motivation in Self-confidence Aspect (MC).
Blended Learning to Improve the Students’ Vocabulary Mastery for Mechanical E...idhasaeful
The study was conducted to improve the low vocabulary mastery of technical terms appeared in English for mechanical engineering purposes at STT Adisutjipto. The students are required to master the technical terms of the three offered concentrations; energy conversion, aircraft maintenance, and manufacture. A blended learning was chosen to improve the students’ vocabulary mastery through an action research study. It was divided in two cycles and the data were collected through the journal log, observation sheet, questionnaire, test, and interview. The result indicated that the students enjoyed and improved their vocabulary mastery. The blended learning was seen effectively improving the vocabulary mastery.
This presentation was provided by Steph Pollock of The American Psychological Association’s Journals Program, and Damita Snow, of The American Society of Civil Engineers (ASCE), for the initial session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session One: 'Setting Expectations: a DEIA Primer,' was held June 6, 2024.
Main Java[All of the Base Concepts}.docxadhitya5119
This is part 1 of my Java Learning Journey. This Contains Custom methods, classes, constructors, packages, multithreading , try- catch block, finally block and more.
ISO/IEC 27001, ISO/IEC 42001, and GDPR: Best Practices for Implementation and...PECB
Denis is a dynamic and results-driven Chief Information Officer (CIO) with a distinguished career spanning information systems analysis and technical project management. With a proven track record of spearheading the design and delivery of cutting-edge Information Management solutions, he has consistently elevated business operations, streamlined reporting functions, and maximized process efficiency.
Certified as an ISO/IEC 27001: Information Security Management Systems (ISMS) Lead Implementer, Data Protection Officer, and Cyber Risks Analyst, Denis brings a heightened focus on data security, privacy, and cyber resilience to every endeavor.
His expertise extends across a diverse spectrum of reporting, database, and web development applications, underpinned by an exceptional grasp of data storage and virtualization technologies. His proficiency in application testing, database administration, and data cleansing ensures seamless execution of complex projects.
What sets Denis apart is his comprehensive understanding of Business and Systems Analysis technologies, honed through involvement in all phases of the Software Development Lifecycle (SDLC). From meticulous requirements gathering to precise analysis, innovative design, rigorous development, thorough testing, and successful implementation, he has consistently delivered exceptional results.
Throughout his career, he has taken on multifaceted roles, from leading technical project management teams to owning solutions that drive operational excellence. His conscientious and proactive approach is unwavering, whether he is working independently or collaboratively within a team. His ability to connect with colleagues on a personal level underscores his commitment to fostering a harmonious and productive workplace environment.
Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
-------------------------------------------------------------------------------
Find out more about ISO training and certification services
Training: ISO/IEC 27001 Information Security Management System - EN | PECB
ISO/IEC 42001 Artificial Intelligence Management System - EN | PECB
General Data Protection Regulation (GDPR) - Training Courses - EN | PECB
Webinars: https://pecb.com/webinars
Article: https://pecb.com/article
-------------------------------------------------------------------------------
For more information about PECB:
Website: https://pecb.com/
LinkedIn: https://www.linkedin.com/company/pecb/
Facebook: https://www.facebook.com/PECBInternational/
Slideshare: http://www.slideshare.net/PECBCERTIFICATION
The simplified electron and muon model, Oscillating Spacetime: The Foundation...RitikBhardwaj56
Discover the Simplified Electron and Muon Model: A New Wave-Based Approach to Understanding Particles delves into a groundbreaking theory that presents electrons and muons as rotating soliton waves within oscillating spacetime. Geared towards students, researchers, and science buffs, this book breaks down complex ideas into simple explanations. It covers topics such as electron waves, temporal dynamics, and the implications of this model on particle physics. With clear illustrations and easy-to-follow explanations, readers will gain a new outlook on the universe's fundamental nature.
Strategies for Effective Upskilling is a presentation by Chinwendu Peace in a Your Skill Boost Masterclass organisation by the Excellence Foundation for South Sudan on 08th and 09th June 2024 from 1 PM to 3 PM on each day.
This presentation includes basic of PCOS their pathology and treatment and also Ayurveda correlation of PCOS and Ayurvedic line of treatment mentioned in classics.
How to Fix the Import Error in the Odoo 17Celine George
An import error occurs when a program fails to import a module or library, disrupting its execution. In languages like Python, this issue arises when the specified module cannot be found or accessed, hindering the program's functionality. Resolving import errors is crucial for maintaining smooth software operation and uninterrupted development processes.
हिंदी वर्णमाला पीपीटी, hindi alphabet PPT presentation, hindi varnamala PPT, Hindi Varnamala pdf, हिंदी स्वर, हिंदी व्यंजन, sikhiye hindi varnmala, dr. mulla adam ali, hindi language and literature, hindi alphabet with drawing, hindi alphabet pdf, hindi varnamala for childrens, hindi language, hindi varnamala practice for kids, https://www.drmullaadamali.com
Physiology and chemistry of skin and pigmentation, hairs, scalp, lips and nail, Cleansing cream, Lotions, Face powders, Face packs, Lipsticks, Bath products, soaps and baby product,
Preparation and standardization of the following : Tonic, Bleaches, Dentifrices and Mouth washes & Tooth Pastes, Cosmetics for Nails.
Thinking of getting a dog? Be aware that breeds like Pit Bulls, Rottweilers, and German Shepherds can be loyal and dangerous. Proper training and socialization are crucial to preventing aggressive behaviors. Ensure safety by understanding their needs and always supervising interactions. Stay safe, and enjoy your furry friends!
Functional English Design for Domestic Migrant Workers
1. ADJES (Ahmad Dahlan Journal of English Studies) 35
Vol. 5, No. 1, March 2018, pp. 35~44
ISSN: 2477-2879
Journal homepage: http://journal.uad.ac.id/index.php/ADJES
Functional English Design for Domestic Migrant Workers
Hermayawati
Department of English Education, Universitas Mercu Buana Yogyakarta
ABSTRACT
This paper aimed at: (1) describing the content of Functional English Design (FED) materials and (2) describing the
appropriateness of the FEDas the English training materials for the migrant workers' candidates (MWC). This study
used ADDIE (Analysing, Designing, Developing, Implementing and Evaluating) model involving totally 200 MWC
in the 4 PPTKIS (namely authorized private boards in which duties serves the Indonesian workers' placement and
protection abroad).The data were taken from the documentation, the trainees’ English training achievements using the
FED and peer-debriefing. The gathered data was analyzed using: Content Analysis and Mean-difference computation
of the trainees' test results descriptively. This study found: (1) the content of the FEDthat developed“Imparting and
seeking factual information” with “Minimum–adequate language Functions” was matched with the trainees needs and
(2) the FED was appropriate to use as an alternative English materials since it was designed based on the result of
needs analysis beside the test result in significant improvement i.e. the Mean Difference of the oral pre and post-test
was 2.25 within the scoring standard scale of 0-10, while the Md of the written pre-post-test was 13.35 within the
scoring standard scale of 0-100. Besides, the peers debriefing stated that the FED was recommended for use in the 4
investigated PPTKIS.
Keywords: needs analysis, ADDIE, FED, language functions, mean-difference
1. INTRODUCTION
This study was aroused by the phenomenon of the Indonesian domestic migrant issues who
suffered from violence and violation in their workplaces abroad, even some of them were sentenced to
death without knowing their faults clearly. Early data showed that the problems were among others
because of their unskilled in their jobs and their lack of ability in communication using the target
language (Depnakertrans RI, 2000; Wadiono, 2002), including in using English as one of the needed
languages that must be mastered. The fact showed, even though they have got training before working
abroad but many problems kept being appeared. To avoid such issues, communication problems including
cultural adaptation should be taught in the authorized institution that handled both the recruitment and
placement of the workers.
Language training including English must be held professionally by using standardized materials
by remembering that teaching materials are key components in the process learning at all levels of
learning (Richards, 2001, p.257). Teaching materials are also a vehicle to achieve the objectives of the
learning program. Therefore, the preparation should be tailored to the target needs analysis. Selection or
preparation of teaching materials, of course, cannot be separated from the quality of teachers as the
learning program designers. In fact, various research results indicate that teachers as the training program
designers are often less professional in selecting and/or preparing teaching materials for their learners. In
other words, the content of teaching materials used by teachers is often not matched with the needs of
learners that incidentally equal to the needs of graduate users. As a result, learning or training results are
less acceptable in the job field needs because they are less suited to the targeted demands.
On the basis of the above issues, this study examined five types of English teaching materials,
which had been previously used in PPTKIS (Penempatan dan Perlindungan Tenaga Kerja Indonesia
Swasta) Jakarta. PPTKIS is an authorized manpower placement and protection agencies which serves
migrant workers. The specific target of this research was, developing a model of English learning
materials using a functional approach, which was considered appropriate to the needs of the candidates’
migrant workers who were joining training in the four biggest manpower agencies. To achieve the
defined target, the writer conducted a taxonomic procedural activities using ADDIE model which was
simplified into three stages as follows: (1) analyzing the quality of the current learning materials content
2. 36 ISSN: 2477-2879
ADJES Vol. 5, No. 1, March 2018: 35–44
whether or not they were appropriate with the learners’ needs; (2) designing materials prototype, then
developing it by totally involving 200 trainees in the 4 PPTKIS; (3) implementing and evaluating the
decided materials to analyze its appropriateness with the learners’ needs.
The Nature of Language and Language Learning
In the world of communication, language is seen as a tool for the creation and maintenance of
social relations through interaction analysis, conversation analysis, and ethnomethodology. According to
this theory, speeches are specified and organized on the interaction patterns of 'interaction' that evolve
according to the interactor's desires. Among the three types of language theories above, which are
considered most relevant to the problems of this research are the functional theory. Therefore, as a
reference, the writer needs to put forward various concepts concerning the functional view of language
according to the experts, in more detail. The following is its outlined theories.
Hymes (1987) & Halliday (1973), for example, argue that 'language' is used for communication
purposes or language practice. For example, convey greetings, ask and provide information, and give
orders. In accordance with the functional view of language, the two experts argue that a language is a tool
for socializing with the speaker's environment. In its development, in addition to being seen as a means of
communication, 'language' is also seen as a hereditary heritage, a mathematical system, social fact, the
expression of one's identity, the expression of cultural identity, the performance of dialogical interaction,
social semiotics, the intuition of native speakers, which has been tested, a series of memories, a
combination system (of sound) that is different but in accordance with applicable rules, or any kind of
electrical activity in a distribution network.
In addition, language is likened to Panda's claws, which are a complex system, yet adaptive
because they have radii that are partially functioned in a simple, partially non-functional, and partly
functioning in an unexpected way. That is, 'language' in general cannot be analyzed precisely only by
developing aspects that are studied separately and then combine these parts in an effort to form a
complete picture (Cook & Seidlhofer, 1997, p.3). Agreeing with the communicative view of language,
Kramsch (1998, p.3) asserts that language is the primary means used in social life and when used in the
context of communication, it is tied to culture in diverse and complex ways. For example talking by
phone or face-to-face, writing letters or sending messages by e-mail, reading newspapers or interpreting
charts or maps.
The way a person uses speech, writing and picture media creates a meaning that their group can
understand, for example through tone of voice, accent, conversation style, body, and facial expressions. It
implies that: there is a connection between the language and culture of the community, and cultures grow
and are well preserved by means of dissemination by their social communities through interaction
between their language users and their social communities. According to Brown (2000, p.5) language is a
natural sound system and not based on common sense that can be either written symbols or gestures,
which benefit the community of speakers to communicate intelligently. 'Language' is a very complex
special skill and can develop spontaneously without realizing it and without being formally studied by the
speaker. In addition, language is also used and (unwittingly) disseminated by every individual who has
language differences to process information or to behave intelligently. In connection with the above
concept, Feez & Joyce (2002, pp.5-7) argue that language arises in the life of each individual through the
ongoing exchange of meaning with others. Language occurs instantly in the 'context'.
As it is mentioned above that the various issues appeared because of the inability of the language
users to communicate using the target language proportionally. So far, the views of experts on the nature
of language can be categorized into three stages: traditional or behaviorist views, structuralism views or
transformational-generative grammar (TGG), and communicative language views also known as
functional views (Saeed, 2000, pp.300-301). Each of these types of views is described as follows. First,
the traditional view of language. The emergence of this theory is influenced by the views of the
behaviorists, especially B.F. Skinner, who believes that a person's behavior is a set of habits. This view
affects linguists who believe that language can be mastered through verbal habituation, through repetitive
speech imitation activities with reinforcement. The behavior is repeated until it becomes a habit
(Littlewood, 1992, p.39). This theory began to be contrasted since the emergence of a cognitive approach
originally led by Chomsky in 1965.
The second is the transformational-generative grammar (TGG) view which is also called the
'mentalist approach' or structuralism view. It has actually been published since 1957, but it has only begun
3. ADJES ISSN: 2356-5012 37
Functional English Design for Domestic Migrant Workers (Hermayawati)
to be confronted with traditional theory in 1965. The debates between these two adherents are fueled by
Chomsky's disapproval and his followers who believe that language is so complex that it is impossible to
master only by habituating behavior or habituation of speech (operant conditioning). The verbal behavior
observed according to this understanding is actually only touches the tip of the iceberg, which means no
effect at all on the mastery of the language. According to this understanding, in the human brain, there is
a grammar system called Universal Grammar (UG) and is stored in one of the nervous systems in which
Chomsky calls the Language Acquisition Device (LAD). On the basis of this system, a person is able to
generate and understand sentences that may have not been encountered or heard at the time of
communication. The main creative aspect of language according to this understanding is the development
of internal cognitive systems, namely the internal grammar of the target language.
Table 1. Relationship of Three Meaning Layers with Register Variables
(Feez & Joyce, 2002, p.6)
Ideasional Language represents the world
logically through logical and
experiential meaning.
This meaning is a
reflection of field.
Interpersonal Language builds relationships
through interpersonal meaning.
This meaning is a
reflection of meaning
(tenor).
Textual Language organizes meaning into
oral and written text through textual
meaning.
This meaning is a
reflection of style/variety
(mode).
The third is the theory functional view or functional theory. The functional view is one of three
types of existing language theory. The functional theory is a view that language is a means of expressing
functional meaning. This theory further emphasizes the semantic or speech-meaning and communicative
(language function) dimensions rather than the grammatical characteristics of its language (Richards,
2001, pp.20-22). The emergence of the functional theory was triggered by a debate between traditional
adherents and the TGG. In the context of language, culture occurs simultaneously within the broader
cultural context. The structural and linguistic patterns observed in a text develop to achieve the same goal.
Such patterns are called genres. In the functional model, language is expressed in three layers that occur
simultaneously when used. Table 1 shows the three-layer language relationship.
The existence of language cannot be separated from the term language learning that is a system
involving components of program design, needs analysis, objectives, syllabus, teaching materials,
methodology, and assessment. The learning design should be based on the results of the target needs
analysis, which is the result of collecting information about the students' learning needs (Richards, 2001,
p.5). This information is used as a basis for formulating the objectives listed in the syllabus, which are the
outlines of charge planning that lead to coveted learning performance (Feez & Joyce, 2002: pp.2-3).
Teaching material which is an important tool in learning is taught through methodology, which is all
activities undertaken by developers, teachers, and learners. The implementation of the methodology
involves the principles of learner needs, direction, instructional and teaching procedures, learners’ roles,
and learning skills (Cunningsworth, 1995, p.97).
English Teaching Materials and Functional Approach
According to Tomlinson (1998, p.2) teaching materials are "all things deliberately used to improve
knowledge and/or language experience" - while functional theory according to Richards & Rodgers
(2001, p.21) is one of the views on the nature of language and language learning which emphasizes
semantic and communicative dimensions and leads to the specification and organization of the content of
language teaching which emphasizes the meaning of words and functions rather than the elements of
sentence patterns and grammar. The philosophical foundation of a functional approach is the contextual
learning theory of John Dewey (Mey, 1994, p.4) which asserts that learning will work effectively if the
material concerns real life. Thus, it can be concluded that language learning should be associated with a
natural language (language use), and not just the introduction of language patterns (language usage).
The foundation of functional approach is the method of communicative language teaching with
4. 38 ISSN: 2477-2879
ADJES Vol. 5, No. 1, March 2018: 35–44
communicative approach. This is used on the basis of the needs of language learners on the language
competencies that emphasize speech functions that began to be developed in the early 1970s
(Cunningsworth, 1995, p.56) because of the demands of the times. The recent linguistic view is not
measured and does not focus on grammatical mastery but is measured by the speaker's ability to use
language in various communication contexts (Richards, 2001, p.44).The functional view of the language
is part of the communicative approach within the CLT (Communicative Language Teaching). Therefore
the characteristics are also the same as CLT, namely as follows: (a) language is a system to express
meaning; (b) the main function of language is to interact and communicate; (c) the structure of language
reflects its communicative and functional usage; (d) the major parts of the language are not only the
grammatical forms and the sentence, but also the categories of communicative and functional meanings
that contextually exist in the discourse (Richards, 2001, p.162).
Among the various types of language functional groups proposed by Van Ek (1979, p.113) and
Richards (2001, p.159) were the category of language functions of "imparting and seeking factual
information" that are considered the simplest and fits the needs of the target learners. The categories of
language functions above include the use of language functions: "identifying", "reporting" (including
"describing" and "narrating"), "correcting (including" agreeing "and" denying ")", and "asking (including
asking for help, "questions", and "inviting"). Therefore, such categories of the aforementioned language
function were used as the basic expressions in developing the target learning materials in this study.
English for Specific Purposes (ESP)
ESP (English for Specific Purposes) is a branch of language learning concept which is learnt for
specific needs of communication, such as: English for law, medical, engineering, pharmacy, business,
agriculture, veterinarian, and animal husbandry. Those terms need specific terminologies that are
sometimes different in use and meaning. Hutchinson & Waters (1997) categorized ESP into several
needs, such as: EBE (English for Business and Economic), EAP (English for Academic Purposes), and
EOP (English for Occupational Purposes). This means that ESP is used to communicate functionally,
according to the fields and the needs of the targeted communication.
As it has been mentioned above that learning material is the key component of a learning process
(Richards, 2001). But it should be noted that the material must be standardized, so that it may affect the
learners learning achievement improvement. Hutchinson and Waters (1997) suggested standardized ESP
materials as follows: (a) showing the learners level of study category; (b) performing learning objectives;
(c) developing clearly language skills; (d) providing language learning evaluation; and (e) affordable and
available. Those criteria of a standardized ESP material was used as the consideration in developing the
target understudied material for migrant worker candidates.
All of the aforementioned theories were used as the basic of designing the content of the
Functional English Design which was specifically addressed to the candidate migrant workers who joined
English training in the PPTKIS to be investigated. In this case, Functional Approach, particularly the
category of language functions of “imparting and seeking factual information” was used as the language
target of learning, while the language content was developed by considering the real life experiences and
situations or conditions related to the migrant workers jobs, such as: “Greeting”, “Answering a Call”,
“Accepting a Guest”, “Organizing the House”, “Caring for Children”, “Giving Direction”, “Going to the
Market”, “Writing a Memo”, completed with “Phonetic Spelling”. The 8 (eight) topics were included in
the Chapters and each was suited both with the language target and its content sequentially in the form of
communicative discourses that arouse the trainees to use the target language.
2. RESEARCH METHOD
This study performed ADDIE (Analyzing, Designing, Developing, Implementing and Evaluating)
model. In this case, this model was taxonomically held into three stages (Sukmadinata, 2007). In this
case, the first stage was analyzing learners’ needs through: (a) analyzing data, including the target
discourse, linguistic aspects, and semantic aspects; (b) data revision which included interconnecting
between linguistic aspects or networks, structured summaries, and materials manuscript; and (c) data
verification using peer-debriefing technique. Peer-debriefing was intended to test the credibility of the
5. ADJES ISSN: 2356-5012 39
Functional English Design for Domestic Migrant Workers (Hermayawati)
findings of the previous obtained research data by asking questions more detail to the research subject
that has not been investigated (Cohen, Manion, and Morrison, 2000, p.108). For more details, Figure 1
presents the analysis steps.
Figure 1. Steps of Data Analysis Model of McDonough
(McDonough & McDonough, 1997, p.118)
The second stage was designing and developing teaching materials. In this case, the second stage
involved materials design and development. The materials content was designed and developed by
considering that the current used material available in the authorized training agencies for it did not fulfill
the standardized material criteria. The materials content was designed, then developed by accessing the
minimum target language functions and the migrant worker candidates real-life jobs. In this stage,
materials prototypes were designed then developed all at once by involving 40 research participants,
namely the migrant worker candidates who joined English training in one of the investigated PPTKIS.
Figure 2. The Glanz Model Material Development Cycle
Source: Gall, Gall, & Borg (2003, p.586)
Activity started by selecting a certain focus of language training target Unit that was then taught,
observed, analyzed and interpreted, reflected to modify, and so forth until the FED was really considered
appropriate to use for the bigger number of participants. As an illustration, Figure 2 shows the procedure
in conducting the second stage.
The third stage was implementation and evaluation. This study involved 160 research participants
(migrant worker candidates from the three other PPTKIS). This stage was conducted through the
following procedure: (a) giving English pre-test using the FED content; (b) giving cyclical English
training using FED; (c) giving post-test; (d) numerical data collecting; (e) data analysis using Mean-
difference computation to find the “Gain scores” between the average number of pre-and post-tests; (f)
judging the FED appropriateness to use in the PPTKIS as an alternative English training materials. The
following was the Mdformula which was used to find the gain score of the pre-posttest results.
Md = ∑X1/n – ∑X2/n (Sukmadinata, 2007)
The test was carried out through the following procedures: (a) preparing research instruments in
the form of written tests and oral spoken tests using the “imparting language functions” and “seeking
factual information” (Van Ek, 1979, p.113); (b) testing the efficacy of the teaching materials model that
has been assessed its feasibility; (c) testing the appropriateness of the developed teaching material toward
the learners’ needs; and (d) analyzing the test results using mean difference (Md) between the average
scores of pre-posttest or gain score computation.
DATA/CONTENT
ANALYSIS
DATA REVISION
DATA
VERIFICATION
Linguistics
aspects
Semantics
aspects
Texts
Networks Structured
summaries
Materialsm
anuscript
Peer debriefing
Research findings
3. Analyze &
Interpret Data
2. Collect Data
4. Take
Action
5. Reflect
6. Continue/
Modify 1.
Select a
Focus
6. 40 ISSN: 2477-2879
ADJES Vol. 5, No. 1, March 2018: 35–44
3. RESULTS AND ANALYSIS
As it is written above that this study was intended to describe: (1) the content of the Functional
English Design (FED) and (2) the appropriateness of the FED towards the needs of the migrant worker
candidates particularly in their coming duties abroad. Referring to the result of data analysis as written
above, this research found as follows.
3.1. The Content of the FED (Functional English Design)
As it has been previously mentioned above that this study was intended to design Functional
English materials as the alternative English training material used in the research settings. This was done
by considering that the available material did not fulfill the criteria of standardized normative materials.
Whereas materials are considered as a ‘key component’ in a language learning (Richards, 2001). Based
on such kind of reason, this study designed the more normative materials that were matched with the
trainees' needs by considering their needs on the language skills, language aspects, and language content
mastery. As an illustration, Table 2 performs the different characteristics of the conventional English
training materials and the FED.
Table 2. Different Characteristics of the Conventional and the FED
No. Difference
Aspects
Conventional Materials The FED Materials
1. Form of
Discourse
Unavailable. There was not any
discourse content in it. It did not
perform any text.
The learning materials perform a various authentic dialogues,
monologues which were intentionally designed appropriately
to the target learners’ need analysis.
2. Linguistic Aspect Unclear. It performed isolated
words completed with incontextual
words/phrases.
The linguistic aspect was purposively designed by focusing
on the main target of the learners language learning need for
oral communication (speaking skill) which involving
speaking components such as, vocabulary, structure/grammar
pronunciation, accuracy, and listening comprehension.
3. Semantic Aspect Unclear. It did not contain
contextual meaning; Words/phrases
were provided isolatedly with each
translation in bahasa Indonesia.
The isolated vocabulary listed in the conventional
materialswere used to develop in language use for the needs
of oral and written communication in the form of contextual
and actual dialogues and monologues by considering
conceptual language learning category of minimum-adequate
vocabulary and grammar (minimum adequate language for
survival life).
4. Pragmatic
Aspect/ Culture
Unavailable. Materials were only in
the form of list of words/phrases
related to domestic worker jobs.
The pragmatic aspect related to the culture of the target
language user wasprovided integrated and embedded within
the given discourses.
5. Language Skill Unclear. It did not perform any
language expressions contextually,
but isolated.
Since the main target learners need were language learning
for communication, the materials content were developed
mainly on speaking skill which involved language aspects of
vocabulary, structure/grammar, pronunciation, accuracy,
pronunciation and listening comprehension appropriately
with the learners learning characteristics and level of study.
6. Networking Unclear. It neither developed any
language use, language target nor
content., so that the learner could not
get any language acquisition
contextually.
Materials were developed in well-sequent order id estfrom
the easiest to the more relatively complicated such as
“Imparting and seeking factual information”which were
provided textually and contextually available in the chapters
of the learning subjects, flexibly and in balance.
7. Structured
Summaries
Not in good order. It neither
performed any language structure
nor grammar focus. It did not
perform sentence patterns.
The language structures were performed embedded in the
texts completed with language focusand sentence patterns
that can be used as the basic understanding for language
practice.
8. Script Display Uninteresting in general. It did not
perform any authentic and actual
language use beside, without
illustration.
Materials was intentionally designed to draw the learners’
interest by completing the texts with illustration in the forms
of pictures to clarify the target expression meaning.
7. ADJES ISSN: 2356-5012 41
Functional English Design for Domestic Migrant Workers (Hermayawati)
Compared with the current available materials, the FED was quite different either from the side of
the discourse forms, the aspects of linguistic, semantic, pragmatic/cultural, language skills, networking,
structured summaries, or its script display. Referring to Table 2, it can be seen that the conventional
English training materials (CETM) did not fulfill the standardized materials criteria as suggested either by
Hutchinson & Waters (1997) or McDonough & McDonough (1997) since it only contained a list of words
and their meanings, even, without pictures.
The migrant worker candidates (MWC) was commonly asked to memorize the words list and their
meanings. The materials of the FED consisted of two aspects, namely language target and language
content. Language target which was taught within the FED was previously mentioned, id est"imparting
and seeking factual information". While the language content to be developed was any aspects related to
the real-life experiences and situations or conditions of the migrant workers jobs, namely: “Greeting”,
“Answering a Call”,“Accepting a Guest”, “Organizing the House”, “Caring for Children”, “Giving
Direction”, “Going to the Market”, and “Writing a Memo”. All of the topics were completed with
“Phonetic Spelling and transcriptions” which aims at helping the learners or trainees in pronouncing
every new word correctly. All of those topics were distributed in 8 (eight) chapters.
Table 3. The FED Content
The FED content was taught contextually, within the situation and condition of joyful learning by
improving the trainees' language skills integratedly, such as listening and speaking, reading and writing
Chapter Language Content
and Media
Language Target
1. “Greeting”
Media: Video
This Unit performs several communicative discourses between the domestic worker and her
employer/s shown from the video. It aimed at familiarizing the trainees to behave culturally
polite toward others in English.
The language learning target was the mastery on how to greet and how to introduce to
somebody else politely by considering the current situation and condition occured in the
workplace. The expressions to be taught were Greeting and Self/Personal Introduction. The 4
language skills were developed proportionally such as writing and mentioning personal ID.
2. “Answering a Call”
Media: Video
In this Unit, the learners are taught on how to answer a call in English politely using several
mixed expressions such as greeting, self Introduction on call, asking for the caller’s ID, asking
and/or conveying the employer’s message and ending a call. The learners were also introduced
to mention numbers that may be used to inform the phone or mobile phone number.
3. “Accepting a Guest”
Media: Video
In this Unit learners are taught on how to use expressions of accepting guest/s politely such as
asking for the guest’s ID, inviting the guest/s to have seat/s, offering what kinds of drink the
guest/s want to, asking for the guest/s to wait for the employer’s coming, et cetera.
4. “Organizing the
House”
Media: Pictures
In this Unit learners are introduced various kinds of rooms and goods in household to
memorize. They are also taught the procedure on how to tidy up the rooms and the items
existed in the house professionally. The target language to be mastered in this case is
vocabulary mastery improvement related to their jobs.
5. “Caring for
Children”
Media: Pictures
In this Unit, learners are introduced to the children’s characteristics aiming to addapt to them.
The language target to master are vocabulary mastery particularly focused on the adjective and
adverb and Imperative, Suggestions and Giving Advices.
6. ”Giving and Asking
for Direction”
Media:
Chart/Pictures
This Unit teaches learners the language target on how to give and ask for direction. The
language expressions are performed to memorize and use contextually whenever needed such
as: “Could you tell me how to get to the nearest market?”- My pleasure, you may turn left
after this T-junction; or “Oh my God, you’re going the wrong way...et cetera.
7. “Going to the
Market”
Media: Video
This Unit introduces various kinds of new vocabulary related to the name of the market parts,
such as stalls, foods corner, butchery corner and name of market commodities such as foods,
vegetables, fruits, spice seasoning, clothing, glassware, kitchen utensils, et cetera. The
language skills to be developed in this Unit is speaking focuses on how to ask permission, the
things to be bought and the use of the expressions of “leave taking”, “Bargaining” and so on.
8. “Writing a Memo”
Media: Chart
In this Unit the learners are taught on how to write a “Memo”. A “Memo” is needed when the
worker wants to ask permission not to work or will leave home for some certain intention as a
polite relationship.
8. 42 ISSN: 2477-2879
ADJES Vol. 5, No. 1, March 2018: 35–44
while the language aspects like structure, grammar, vocabulary, spelling, and pronunciation were
embeddedly taught together within the given topics. For a certain consideration, the FED focused more on
integrated listening and speaking skills improvement rather than the two other skills of reading and
writing. This because of the needs of the MWC to use oral communication more than the written one.
Brown (2007) stated that integrated skills can be taught integratedly by considering that communication
cannot use every language skill isolatedly. For instance, to response one’s speech, a person needs
listening comprehension competence. It means that speaking activity cannot be separated from listening
to the communicant’s speeches.
Even though the materials development focuses more on the listening-speaking mastery, the two
other skills such as reading and writing must be, of course, also developed proportionally. But practically,
the learners are motivated more to use oral language. All language skills and its components are
developed in each Unit contextually performed in the selected discourses that are relevant to the MWC
jobs.
3.2. The Appropriateness of the FED towards the Migrant Worker Candidate Needs
The appropriateness of the FED toward the MWC (migrant worker candidates) needs was judged
through both quantitative and qualitative data analyses. The quantitative data was in the form of the
participants’ pretest and post-test results. The test results were, then simply analyzed using Mean
Difference (Md) or gain score formula. The computation result showed that the FED was able to improve
the MWC English skills. The appropriateness of the design was proved by the fact that the Md (Mean
Difference) of the oral pre and post-test was 2.25 (between 6.00 and 8.25) within the scoring standard
scale of 0-10, while the Md of the written pre-post-test was 13.35 (between 69.70 and 83.05) within the
scoring standard scale of 0-100.
Table 4.Result of data analysis of English oral test using FED
Group of
Participants
(n=160)
Mean SD Standard Error Mean
Pre-test 6.00 0.858 0.192
Post-test 8.25 1.293 0.289
Difference 2.25 0.435 0.097
Table 5.Result of data analysis of English written test using FED
Group of
Participants
(n=160)
Mean SD Standard Error Mean
Pre-test 69.70 11.943 2.671
Post-test 83.05 9.383 2.098
Difference 13.35 2.560 0.573
Besides the quantitative data as written above, the qualitative data which was in the form of the
result of peer-debriefing descriptive analysis also showed that the FED was considered appropriate to use
as alternative English training materials that will be used in the understudied PPTKIS. The peer-
debriefing is an instrument that is used to explore added information that may be gathered from the
persons outside of the research participants (McDonough & McDonough, 1997). In this case, the 4
PPTKIS directors were involved to give judgements toward the appropriateness of the FED. They
recommended the FED to be used as an alternative English training materials on their boards.
4. CONCLUSION
Based on the above findings, it can be concluded as follows. Firstly, the FED materials content
was designed by developing the use of "imparting and seeking factual information" language category
that was broken down into 8 (eight) Unit, namely “Greeting”, “Answering a Call”,“Accepting a Guest”,
9. ADJES ISSN: 2356-5012 43
Functional English Design for Domestic Migrant Workers (Hermayawati)
“Organizing the House”, “Caring for Children”, “Giving Direction”, “Going to the Market”, and “Writing
a Memo” completed with “Phonetic Spelling and transcriptions”.
Secondly, the functional English design was appropriate to use at the 4 understudied PPTKIS since
the test results improved significantly with the Mean Difference of the oral pre and post-test was 2.25
(within the scoring standard scale of 0-10), while the Md of the written pre-post-test was 13.35 (within
the scoring standard scale of 0-100). Besides, the peers debriefing which involved 4 stakeholders stated
that the content of the FED has been conceptually appropriate to use as alternative materials especially for
the candidates of domestic migrant workers.
Even though the FED was appropriate for the training, it has of course, its advantages and
weaknesses by remembering that ‘Nothing is considered perfect in the world’. The advantages are as
follows: (a) the content of the material is easy to learn, both individually and classically; (b) the scope of
the material was in accordance with the needs of the target profession as the domestic migrant workers;
(c) the learning outcomes was in the form of mastery of language use so that it can be used to overcome
the problems that may arise outside of the learning situation. The weaknesses of the FED are among
others as follows: (a) limited learning outcomes in the mastery of speech skills (for reading, writing, and
listening skills are performed embedded in the dialogue-shaped discourses); (b) the mastery of language
element in the FED is limited to the use of language just for survival needs; (c) the mastery of the
language contained in the FED cannot be used in communicative situations of an official or scientific use.
This is because of the purpose of designing this FED which intentionally addressed to the domestic
migrant workers who commonly have low level of education.
This work, of course, is still far from satisfying. Therefore, the constructive feedback from readers
is crucially needed. Furthermore, research to improve the training system in PPTKIS still needs to be
developed for the sake of improving the quality of Indonesian workers, especially those who work for the
domestic sectors.
REFERENCES
Brown, H.D. (2000). Principles of language learning and teaching. New York: Pearson Education.
Brown, H.D. (2007). Teaching by principles: An interactive approach to language pedagogy. New York:
Pearson Education.
Cohen, L., Manion, L., & Morrison, K. (2000). Research Methods in Education. New York: Routledge.
Cook, G. (1995). An applied linguist in principle and practice. In G. Cook & B. Seidlhofer (Eds.).
Principle and practice in applied linguistics (pp. 1-26). Oxford: Oxford University Press.
Cunningsworth, A. (1995). Choosing your coursebook. Oxford: The Bath Press.
Depnakertrans RI. (2000). Situasi TKI di 9 negara: A cooperative research between the research centre of
the university of Indonesia and the department of man-power. Jakarta: Badan Penelitian dan
Pengembangan Depnakertrans RI.
Feez, S. & Joyce, H. (2002). Text-based syllabus design. Sydney: Macquarie University Press.
Gall, M.D., Gall, J.P., & Borg, W.R. (2003). Educational research: An introduction. Boston: Pearson
Education.
Halliday, M.A.K. (1973). Towards a Sociological Semantics. In M.A.K. Halliday (Ed.). Explorations in
the functions of language (pp.72-101). London: Edward Arnold.
Hutchinson, T. & Waters, A. (1997). English for specific purposes: A learning-centred approach.
Cambridge: Cambridge University Press.
Hymes, D.H. (1987). On communicative competence. In J.B. Pride & J. Holmes (Eds.). Sociolinguistics:
Selected reading (pp. 269-293). Harmondsworth, UK: Penguin.
Kramsch, C. (1998). Language and culture. Oxford: Oxford University Press.
Littlewood, W. 1992. Teaching oral communication: A methodological framework. Cambridge, MA:
Wiley-Blackwell.
McDonough, J. & McDonough, S. (1997). Research methods for English language teachers. New York:
Routledge.
Mey, J.L. (1994). Pragmatics: An introduction. Oxford: Blackwell.
Richards, J.C. (2001). Curriculum development in language teaching. Cambridge: Cambridge University
Press.
10. 44 ISSN: 2477-2879
ADJES Vol. 5, No. 1, March 2018: 35–44
Richards, J.C. & Rodgers, T.S. (2014). Approaches and methods in language teaching. Cambridge:
Cambridge University Press.
Saeed, J.I. (2000). Semantics. Malden, MA: Blackwell Publishers Inc.
Sukmadinata, N. S. (2007). Metode penelitian. Bandung: PT Remaja Rosda Karya.
Tomlinson, B. (1998). Materials development in language teaching. Cambridge: Cambridge University
Press.
Van Ek, J.A. (1979). The threshold level. In C.J. Brumfit & K. Johnson (Eds.). The communicative
approach to language teaching (pp. 103–116). Oxford: Oxford University Press.
Wadiono. (2002). Delays and cancellation of migrant workers: Implementation of TKI placement from
Malang. Jakarta: Depnakertrans RI.