Mandarin is the second most widely used foreign language in the world. Teaching Mandarin needs appropriate teaching methods and media to achieve learning objectives. Researchers researched the learning of Mandarin conversation in one of the private universities of Bandung to analyze the influence of teaching methods applied and teaching media used during online learning. The research involved a descriptive analysis method with a qualitative approach. Data collection was done by filling out questionnaires and interviews to determine the alignment of teaching methods and teaching media used and the influence of teaching methods and media on online learning of Mandarin conversation in that university. The results showed that learning Mandarin conversation online using three learning methods (audio-lingual, communicative approach, and task-based methods) and online teaching media Zoom Meeting, YouTube, Morning, and WhatsApp was perceived as effective. It could improve university students’ Mandarin conversation skills.

The Students’ Perception of the Teaching Methods and Media on Mandarin Conversation Online Learning at University

English as an international language has an important role in communication in the international sphere. This research is motivated by the lack of motivation to learn English in elementary school students and the difficulty of learning English vocabulary. The purpose of this study is to describe the use of flashcard media in learning English vocabulary. In this study, a qualitative descriptive method was used with a sample of 28 students at Public Elementary School 3 Banjarwangi, Garut, West Java. Data collection was carried out using observation techniques, interviews, and a literature review. From this research, data was generated that the use of flashcard media in learning professional vocabulary could increase students' motivation to learn and improve their understanding of professional vocabulary material. Nonetheless, learning motivation and increased understanding of English vocabulary needs to be in line with interesting and effective learning strategies. Keyword: flashcards, vocabulary, English language, Elementary school

pdf/penggunaan-media-flashcard-pada-pembelajaran-kosakata-bahasa-35xt2zx7.pdf

Penggunaan media flashcard pada pembelajaran kosakata bahasa inggris di sekolah dasar

The pandemic forces teachers to adjust their teaching methods to the online learning, which includes the implementation of Task-Based Learning. The online implementation would be different from the one in the conventional learning due to the use of learning platform. Therefore, this study was conducted to (1) analyse the implementation of Task-Based Learning through Google Classroom and (2) analyse the problems faced by the teacher in the implementation. This study took one English teacher along with 39 students as the subjects of the study. This study is descriptive qualitative study. The data collected through observation and interviews. The analysis was conducted through three stages, which were data reduction, data display, and conclusion drawing or interpretation. Then to ensure the validity of the findings of this study, the researcher conducted triangulation in the form of triangulation of method. The results indicated that the teacher implemented Task-Based Learning through Google Classroom by following three cycles, including (1) Pre-Task cycle, (2) Task cycle, and (3) Language Focus cycle. It was implemented by using several features on Google Classroom as well as other Google platforms, which was implemented synchronously and asynchronously. Besides that, the teacher faced three main problems related to the large number of students in a class, time limitation, and difficulty in preparing the learning materials.

/pdf/task-based-learning-implementation-through-google-classroom-2x7rj8i6.pdf

Task-Based Learning Implementation through Google Classroom in Senior High School

Abstract This study provides a comprehensive analysis of multilingual education, highlighting key issues, methodologies, and future directions in this area. Based on the theoretical foundations of Vygotsky and Krashen, as well as practical approaches such as project-based learning and task-based language learning, the study highlights the importance of multilingual competence for future educators. The key findings highlight the need for reforms in teacher training, starting with teaching in the students’ native language, which promotes deep understanding and active participation in the educational process. Serious problems related to teacher resources and training are discussed, as well as the adaptation of teaching strategies to linguistic diversity. The presented results make a significant contribution to the existing literature, offering solutions to improve the effectiveness of multilingual educational strategies and their implications for future teaching practices. The recommendations of this study suggest areas for future research, including the development of comprehensive teacher training programs that will be adapted to the needs of a multilingual educational environment.

Developing Multilingual Competence in Future Educators: Approaches, Challenges, and Best Practices

This study analyzes the effectiveness of task-based learning in the History and Culture Research Methods class. This approach focuses on engaging students through goal-oriented assignments that are relevant to real life. This study aimed to see the effectiveness of task-based learning on students' abilities in the Historical and Cultural Research Methods class and to find an effective implementation strategy. This study used a descriptive qualitative approach to collect data through observation and research on ten Japanese Language and Culture Study Program students, semester 6, Darma Persada University, academic year 2021/2022. The research outcomes suggest that using the task-centered approach proves efficient in augmenting student involvement and active involvement in the educational process. The use of tasks that are relevant to the learning objectives increases student interest and facilitates learner-centered learning. This study underscores the importance of a task-based approach in learning Historical and Cultural Research Methods. In conclusion, this strategy can improve learning outcomes by stimulating active student involvement, supporting the introduction of historical and cultural concepts, and encouraging greater participation in the learning process.

https://ejournal.insuriponorogo.ac.id/index.php/qalamuna/article/download/3418/1786

The Effectiveness of Task-Based Learning in Historical and Cultural Research Method Classes

A variety of approaches exist in foreign language teaching and learning; Task-based Learning (TBL) is one of them. It is an innovative approach that is developed from the Communicative Approach. The concepts of TBL have proven successful in classrooms. In this study, the writer conducted a literature review of task-based learning in teaching English dealing with the benefits and problems in implementing this approach in Indonesia. This paper seeks to review Task-based Learning (TBL), covering the definition of 'task' and Task-based Learning (TBL), the characteristics and stages of TBL, the teacher and students' roles in Task-based Learning, and also the advantages and disadvantages of Task-based Learning. It also addresses the application, the benefits and problems of Task-based Learning in the sense of Indonesian EFL context. This will help educators and language teachers in Indonesia to attach more importance to the contextual differences when applying Task-based Learning in Indonesia. 

Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems

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Implementation of Task-based Learning in Teaching English in Indonesia: Benefits and Problems