Query: media teaching english

title: PERCEPTIONS OF TEACHERS ON MEDIA USE IN TEACHING AND LEARNING OF ENGLISH IN PUBLIC SECONDARY SCHOOLS IN KAKAMEGA EAST, SUB COUNTY, KENYA
abstract: Media enhanced interest of learners enlivened the classroom and improved learning outcome. Despite use of media in teaching and learning, English language registered dismal performance in the Kenya Certificate of Secondary Education (KCSE) examinations in Kakamega East Sub County, Kenya. The decline was attributed to inappropriate and non use of media in the curriculum. The purpose of the study was to establish perceptions of teachers on media use in teaching and learning of English language in public secondary schools in Kakamega East Sub County. Specific objective of the study was to establish: perceptions of teachers on media use in teaching and learning of English language. The study revealed that teaching while incorporating appropriate media enhanced academic performance in the curriculum. The study used descriptive survey design. Romiszowski (1992) Conceptual Framework was used to establish perceptions of teachers on media use in teaching and learning of English language. The study population consisted of 23 head teachers, 46 teachers of English and 1500 Form Two students. Saturated sampling technique was used to select a sample of 20 head teachers and 40 teachers of English. Simple random sampling technique was used to select a sample of 500 Form Two students. Piloting of instruments was done on 10% of the population. Research instruments were questionnaire, document analysis guide, observation schedule and interview schedule. Content validity was attained by presenting research instruments to three experts in Department of Educational Communication Technology and Curriculum Studies. Quantitative data was collected from closed questionnaire items which were tallied and presented using frequency counts, percentages and means. Qualitative data was transcribed and organized into categories, subcategories and themes. The findings of the study showed that media use enabled learners to conceptualize abstract concepts and increased rate of retention in the curriculum. The study therefore recommended that teachers should use media appropriately to improve learning outcome in teaching and learning of English language.

title: Teaching English in Primary Schools: Benefits and Challenges
abstract: Teaching English in primary schools relates to the readiness of the schools and the students' proficiency levels. If the schools have the sufficiency of English teachers, media, and textbooks, they will be ready to teach English. It is because primary schools deal with young learners aged 6 12 years and this period is believed as the best moment to gain knowledge. It is in line with the basic principle stating that young learners can learn English better [11] Teaching English in primary schools provides both benefits and challenges. The benefits are reported by Moon [16] Singleton [10] and Read [18] and the problems are pointed by Copland, et al.  Khamari et al.  and Wei pei [7] Regarding the issue, this article identifies the benefits and challenges based on theories and research findings and then proposes several solutions of the difficulties which can be the references for the schools to provide high quality English teaching and learning. Keywords teaching English in primary schools, benefits, challenges, solutions

title: UTILIZING WHATSAPP APPLICATION FOR TEACHING ENGLISH LANGUAGE: WHY AND HOW?
abstract: WhatsApp is one of the most popular messaging applications nowadays and it can be accessed by using smart phone, personal computer, and tablet. Most people prefer to use this application for communicating with other. This application also has invaded all aspects of life, especially in education field. However, this application has not been utilized optimally by English teachers in teaching English language, whereas WhatsApp is a potential media to help English teachers in teaching English language. WhatsApp allows users to utilize its features to text, to call, and to send video, audio, links, location, document, pictures. In this article, the writer will explain about why WhatsApp is a potential media tool for teaching English language and how to use WhatsApp in teaching English language. In brief, the writer expects that utilizing WhatsApp can help English teachers and students in teaching and learning English language and can improve students' English ability.

title: The Use of Digital Media in Teaching English as an International Language: Paige Ware, Meei Ling Liaw, and Mark Warschauer

title: YouTube as a Media in English Language Teaching (ELT) Context: Teaching Procedure Text
abstract: Media is the one of tools that can help teacher in teaching and learning process in a class, especially in EFL classrooms. There are two kinds of media, such as visual and audio.In this article, the writer wants to use video as media in teaching learning process, especially videos in YouTube. YouTube isn't only have about fun videos, in YouTube can also use as learning media, in there we also can find so many education videos in every level, start from beginner, intermediate, and also for advanced level. In line with that, the writer wants to give video about how to make or do something or the other word we can say it "procedure" The learning outcome is to make the students know about procedure text, especially in how to make and how to identify. Then, this article also wants to know YouTube is useful or not as learning media if we make it to support us in teaching and learning process.

title: STUDENTS PERCEPTION TOWARD TEACHERS TEACHING STYLES AND THE USE OF LEARNING STRATEGIES IN TEACHING ENGLISH
abstract: The aim of the study was to find out students' perception toward teachers' teaching styles and the use of learning strategies in teaching English. This study was conducted at SMA Negeri 1 Tobelo in all grades. The instrument used in the data collection was a questionnaire that consists of six indicators where these indicators refer to variables. The data were analyzed using Microsoft Excel and display in pie diagram. The finding indicates that the majority of students at SMA Negeri 1 Tobelo are aware that their teachers' teaching styles and the use of learning strategies gave positive impact in do their learning. Their perception of their teachers' teaching styles and learning strategies which covers attitudes, behavior, interaction, method, teaching material and media during teaching and learning process influenced the success of students in developing English skills. Most students of their conviction stated that their English teachers were responsible for their career as a good teacher. Thus, in doing them job, their awareness to make an effective teaching to support students' success in learning English. Further studies might be conducted using interview to students to gain more information.

title: Techniques for ESP Students in Teaching English
abstract: The purposes of this study are to find out the lecturers' technique in teaching English to Information Technology and Computer, describe the lecturers' material development, and the way of assessing to Information Technology and Computer students at State Polytechnic of Lhokseumawe. This is a descriptive qualitative study. Two English lecturers at the Information Technology and Computer Department were selected as the participants in this study. Instruments were employed by the researcher to obtain the real data. Observation, interview and documentation were used as the instruments of data collection.The data were analyzed by using descriptive analysis. The results show that varieties of strategies were used by the lecturers in teaching English including communicative language teaching, Contextual Teaching Learning, Problem Based Learning and Learner Centered Approach. The lecturers modified the strategies in the teaching depended on the materials, such as applied the discussion model and used the video as media in teaching. Then, they connected the strategies with students' experience; prior knowledge as well as the context of Polytechnic students such as the development of computer technology or others technology. The materials were developed by the lecturers to motivate students in learning English by referring to the syllabus and lesson Plan. The materials were developed from books, magazines, newspapers and internet, that involving four language skills: listening, reading, speaking and writing to suit the students' need of State Polytechnic of Lhokseumawe. Both written and oral test were used by the lecturers for evaluating the learning achievement as a formal assessment. The continuous assessment type was applied as the lecturers' way assessment to assess the Information Technology and Computer students. The students were not only given score but also feedback continuously.

title: THE ROLES OF TEACHER IN TEACHING ENGLISH BASED ON SCHOOL BASED CURRICULUM AT THEVIIIA GRADE OF SMPN I KADUR PAMEKASAN
abstract: The aim of this study are to know the role of a teacher in teaching English based on school based curriculum at junior high school and to know the implementation of his role in teaching learning process. In this research the researcher take place at SMPN I Kadur Pamekasan, the approach of this research is qualitative while kind of research is descriptive, the data gotten by interview, observation and documentation. Those data is analyzed with analysis qualitative descriptive than the validity of data is checked by the persistence of observation a triangulation. The result of the research show that the English teacher implements six roles in teaching English, they are: As an informator, the English teacher gave some information to the students about the teaching process and the others information that needed by students. As an organizer, the English teacher made lesson plan, arrange the syllabus, designed the teaching process, chose and used the teaching method, and used media and learning source. As a motivator, the English teacher gave stimulation, motivation, and reinforcement to the students' learning. As a director, the English teacher guided and directed the students' learning activity appropriate the goal will be reached. As a facilitator, the English teacher gave facilitate to the students in teaching learning process. As an evaluator, the English teacher evaluated to the students achievement in academy aspect and their social attitude. Those roles will make the student be able to interest in English teaching learning process. The existence those roles will make English teacher easy to deliver the material will be given to the student in teaching learning process.

title: Challenges in using frog VLE in teaching english to ESL learners: a review of past studies
abstract: In the era of 21 st century teaching and learning, technology has been widely used among educators especially in teaching of English Language. Many studies have proven that teaching through the use of technology such as media socials, video conferencing, Frog Virtual Learning Environment and other mediums help in increasing the knowledge and usage of the English Language. This paper aims to review challenges encounter by teachers when using Frog VLE in teaching English to English as a Second Language (ESL) learners particularly in primary and secondary schools in Malaysia. This paper reviews journal articles, books and other researches to identify the challenges in using technology especially the use of Frog VLE. The review of past studies has shown that challenges did occur during the implementation of Frog VLE. Thus, this paper puts forth a proposition that more research should be conducted on teachers' perceptions towards the use of Frog VLE in classroom teaching. Add on sentence to conclude and highlight the implication.

title: Reconsidering Literacy in the 21st Century: Exploring the Role of Digital Stories in Teaching English to Speakers of Other Languages
abstract: The call for an expanded, critical and socially constructed view of literacy in response to contemporary semiotic and technological developments is not new. However, an under investigated area relates to the impact and influence of new media in the teaching and learning of English to speakers of other languages (ESOL) Following an overview of some key terms and concepts in the fields of Multimodal Composition and Communication, we describe and critique a number of the multimodal elements in ESOL textbooks. Subsequently, we present a case for cultivating a 'personal' sense of semiotic awareness and illustrate this with a brief analysis of an ESOL teacher's exploration of meaning making through digital storytelling. Finally, we end by listing several benefits of introducing multimodality into ESOL supporting the irreducible viewpoint that envisages teachers as designers of apt learning environments in contrast to the static and immutable realms of content and skills based language instruction.