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1

Shaffer, Shelly. "One High School English Teacher." Journal of Adolescent & Adult Literacy 59, no. 5 (2015): 563–73. http://dx.doi.org/10.1002/jaal.473.

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2

Torres R, Julio C. "Raising High School English Teachers’ awareness of EIL." Interacción 14 (October 1, 2015): 97–110. http://dx.doi.org/10.18041/1657-7531/interaccion.0.2338.

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The present study is a three-stage action research that aims at raising EFL teachers’ awareness of English as an International Language (EIL) and World Englishes (WE) within a critical perspective of inquiry. Through a taught module on English and its varieties, a survey, a reflection paper, and a semi-structured interview were used to collect the data. The results of the study showed that there was a clear change of conception, at the theoretical level, in teachers’ papers. However, WE was regarded as future possibility for action. On the one hand, all of the participants said the module changed their conception of other varieties of English different from British and American ones. They all went from identifying themselves with either American or British variety, a celebratory perspective, to acknowledging and accepting other English varieties, a critical perspective of English as an international language (EIL).
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3

Maulana, Saima, BAI DONNA ALIMAN, and ZAIDA ULANGKAYA. "SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE." Advances in Social Sciences Research Journal 8, no. 8 (2021): 564–70. http://dx.doi.org/10.14738/assrj.88.10695.

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This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English.
 
 Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance
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4

Gamoran, Adam, and William J. Carbonaro. "High School English: A National Portrait." High School Journal 86, no. 2 (2002): 1–13. http://dx.doi.org/10.1353/hsj.2002.0021.

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5

Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.

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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.
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Sansaluna, Saima, Lydia Bawa, Amour Camua, and Leonel Untong. "Senior High School Students’ Anxiety and Performance in Learning English." Advances in Social Sciences Research Journal 8, no. 4 (2021): 605–12. http://dx.doi.org/10.14738/assrj.84.10018.

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This study focused on the anxiety and performance of the students in learning English specifically in speaking. It sought to find out anxieties and its causes that affect their English performance in terms of inter-language phonology, grammar and meaning system. The study covered the use of Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986) that measure the English learners’ anxiety levels while learning English in the classroom. The respondents of the study were the selected Grade 12 senior high school students from the selected public schools in Maguindanao Division, Philippines. Descriptive-correlational survey method was used in the study.
 The findings show that English language speaking anxiety does exist among Senior High School students in Maguindanao Division and their level of anxiety in learning English is high. It is further concluded that students’ anxiety levels in speaking English in terms of inter-language phonology, inter-language grammar and inter-language meaning system contributed to students’ performance in learning in English.
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.

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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Bekteshi, Edita. "HIGH SCHOOL STUDENTS’ ABSENTEEISM IN ENGLISH CLASSES." Social work and education 7, no. 1 (2020): 86–102. http://dx.doi.org/10.25128/2520-6230.20.1.8.

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9

Foster, Harold M., and Isadore Newman. "Error analysis for high school english teachers." Language and Education 2, no. 4 (1988): 229–38. http://dx.doi.org/10.1080/09500788809541239.

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Trainor, Audrey, Angela Murray, and Hye-Jung Kim. "English Learners With Disabilities in High School." Remedial and Special Education 37, no. 3 (2016): 146–58. http://dx.doi.org/10.1177/0741932515626797.

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Hong, Sung Woo, and Hae Sung Sohng. "Developing students’ moral virtues in high school English class: Focused on the analysis of high school English textbooks." Journal of Curriculum and Evaluation 20, no. 3 (2017): 25–49. http://dx.doi.org/10.29221/jce.2017.20.3.25.

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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.

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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.
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Racca, Robelle Millie Ann B., and Ronald Candy S. Lasaten. "English Language Proficiency and Academic Performance of Philippine Science High School Students." International Journal of Languages, Literature and Linguistics 2, no. 2 (2016): 44–49. http://dx.doi.org/10.18178/ijlll.2016.2.2.65.

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14

Giaschi, Peter. "Time, Timing, Timetabling: Critical Elements of Successful Graduation of High School ESL Learners." TESL Canada Journal 18, no. 1 (2000): 17. http://dx.doi.org/10.18806/tesl.v18i1.897.

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As we begin the new millennium, it is clear that the classrooms of today are unlike those of the past. The most visible change has been the diversity now present in our high schools, reflected in the large numbers of students who are learning English as a second language. These students are in the process of developing English language proficiency at the same time as they are pursuing high school graduation requirements. School administrators can apply what is known about the process of developing English language proficiency when making decisions about deployment of staff and building their school timetable. When time, timing, and timetabling converge in a school plan that permits the development of English language proficiency while ESL students are in the mainstream, the success of ESL students can be greatly enhanced.
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Kamarudin, Kamarudin, and Lume Lume. "Speech Acts Proficiency of Junior High School English Teachers." EDULANGUE 1, no. 1 (2018): 97–142. http://dx.doi.org/10.20414/edulangue.v1i1.199.

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Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.
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Ramat, Sombat, Nattapakal Kittisunthonphisarn, and Kanokkarn Kittichartchaowalit. "Using English Instructional Module by B-SLIM Model to Promote English Reading Comprehension of High School Students." International Journal of Information and Education Technology 6, no. 6 (2016): 488–91. http://dx.doi.org/10.7763/ijiet.2016.v6.737.

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17

Shofi, Ahmad Thoyyib. "DEVELOPING ENGLISH CONVERSATION MATERIAL FOR ISLAMIC HIGH SCHOOL." Jurnal ELink 5, no. 1 (2018): 1. http://dx.doi.org/10.30736/e-link.v5i1.41.

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Students were very difficult to communicate with other people in English effectively. English was learned as a foreign language (EFL) in this country and Indonesian EFL students rarely speak English in their daily lives. English conversation class was taught by no particular book for both teacher and students. This failure was solved by developing an appropriate teaching material for English conversation class at the tenth grade of Islamic Senior High School, which covered conversational guide selection and the used of instructional media. It also aimed at activating the English conversation class. This study used the Research and Development (R&D) design. The data were collected through observation, interview, and questioners and analyzed using a guideline analysis, while the data of the students’ questioners were analyzed using tally system to find the percentage. The subjects of this study were the students of MA Al Karimi Gresik. There were 90 students of the tenth grade students. The material development started with writing material selected from the syllabus and follows CLT principles. The final product was the conversation material for Islamic Senior High Students. It also contained rubric assessment to record the students speaking progress both psychomotor aspect and affective aspect. The product contained Indonesian translation and no answers. Hopefully, the students could be active in responding the questions at the conversation classroom activity. The researcher wanted the English teacher understand the concept of CLT so that he could become the guide, trainer, advisor, and actor who can control the class.
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18

Mallows, Roger. "Training school status and the work of an english high school." Journal of In-service Education 30, no. 3 (2004): 371–76. http://dx.doi.org/10.1080/13674580400200332.

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19

Brynelson, Nancy, Jennifer Fletcher, and Nelson Graff. "From High School Curriculum to Literacy Network: Transforming High School English Teaching in California." Journal of Adolescent & Adult Literacy 62, no. 6 (2019): 681–85. http://dx.doi.org/10.1002/jaal.952.

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Wubshet, Hailu, and Fekede Menuta. "Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers." Studies in English Language Teaching 3, no. 4 (2015): 306. http://dx.doi.org/10.22158/selt.v3n4p306.

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<p><em>The purpose of this article was to show how universities can make interventions in improving the classroom practices of high schools and preparatory schools English language teachers. The data gathering instrument was questionnaire and interview from secondary and preparatory school teachers of Tabor cluster that include Tabor Secondary and Preparatory school, Alamura High School Gemeto-Gale Secondary School, and Tula Secondary and Preparatory school and two school principals. The teachers received short term English language trainings from university teachers. It was, therefore, reflections of the teachers on improvements the training brought on their teaching skills on one hand and their attitudes on </em><em>“</em><em>the-to-be</em><em>”</em><em> links between the university instructors and high school teachers on the other hand. The link and the interventions envisaged to bring continuous improvements in the English language skills of secondary school English language teachers and thereby the skills of their students who ultimately and continuously join universities. As the study was based on the teachers and the principals who took part in the training, the sample size considered was the whole population, 40. Since the data was obtained qualitatively through interview and quantitatively through questionnaire, the analysis method also followed mixed methods. The quantitative data was analyzed descriptively with SPSS version 20, and the data obtained through interview was grouped into themes with open-code 3.6 and then described textually. The study showed that the short term trainings, which were based on the trainees’ pre-identified areas of English language skill gaps, helped to alleviate the gaps of the teachers to a greater extent. It also showed that there are other areas of English language skill gaps that need further trainings. Regarding the teachers’ attitude on the high schools and University teachers</em><em>’</em><em> professional link, it was found out that high school teachers need supports from universities </em><em>to</em><em> improv</em><em>e</em><em> their own and their students’ English language skills. It was also discovered that the link among school and university teachers so far is very weak. The trainees suggested areas of their special concerns to improve their English language skills, and areas university teachers may benefit from high schools.</em><em></em></p>
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21

Lalogiroth, Andreas, and Devilito P. Tatipang. "AN ANALYSIS OF ENGLISH NATIONAL EXAM AND ENGLISH TEACHERS’ PERCEPTION USING BLOOM’S REVISED TAXONOMY." Journal of English Culture, Language, Literature and Education 8, no. 1 (2021): 1–21. http://dx.doi.org/10.53682/eclue.v8i1.1991.

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The This study was conducted in the purpose of revealing the cognitive domains of Bloom’s Revised Taxonomy in 2015/2016 English National Exam for senior high school level and also finding out English teachers’ perception on the result of 2015/2016 English National Exam questions for senior high school level. Furthermore, this study is classified as a descriptive study, for it analyzed questions used in National Exam and this did not deal with numerical data. The research investigated the cognitive domain used in the National Exam’s questions based on the revised form of Bloom Taxonomy. In addition, quantitative method, in this research, was used to support the qualitative one. This is to know the percentage of using cognitive domains in the questions. This also aims at deciding the most frequent or dominant level applied in the questions in accordance with Bloom’s Revised Taxonomy. Three versions of 2015/2016 English National Exam for senior high school level were chosen from three different programs in senior high school, natural science program, social science program and language program. From each program, the researcher took one version. Then, the questions were grouped based on Bloom’s Revised Taxonomy using checklist as instrument. In obtaining qualitative data, the researcher conducted a semi-structured interview and three schools were chosen in Tondano. There were six teachers to be interviewed. The finding shows that the cognitive domains of Bloom’s Revised Taxonomy used in question items of 2015/2016 English National Exam for senior high school level are remembering, understanding, applying and analyzing levels. Specifically, remembering and understanding levels are the most frequent levels used. There are no evaluating and creating levels found in the exam questions. It was found that question items in 2015/2016 English National Exam for senior high school level are constructed to assess students’ lower level thinking skills. There is no aim at assessing students’ higher level thinking skills in the level of evaluating and creating. The presence of lower level thinking is not balanced with the presence of higher level thinking questions. Teachers have diverse perspectives on question items in 2015/2016 English National Exam for senior high school level related to Bloom’s Revised Taxonomy. The construction of the test should be the responsibility of the local government including schools considering that the real understanding and achievement of students are really known by the teachers who have been teaching and accompanying them throughout the school hours. The speaking skill test items should also be contained in the test.
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Metha, Arlene, and Mary Aickin Rothschild. "Women's Studies and the High School English Teacher." English Journal 74, no. 3 (1985): 26. http://dx.doi.org/10.2307/817098.

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Nespor, Jan. "Academic Tasks in a High School English Class." Curriculum Inquiry 17, no. 2 (1987): 203. http://dx.doi.org/10.2307/1179624.

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Jung, Song Min, Je-Young Lee, and Chee-Bok Hwang. "High School Students’ Use of English Reading Strategies." Korean Association For Learner-Centered Curriculum And Instruction 18, no. 16 (2018): 223–40. http://dx.doi.org/10.22251/jlcci.2018.18.16.223.

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BOZKUR, MEHMET AYKUT, and SUBHAN EKSIOGLU. "English Self-Efficacy Levels of High School Students." KIRŞEHİR EĞİTİM FAKÜLTESİ DERGİSİ 1, no. 19 (2018): 453–66. http://dx.doi.org/10.29299/kefad.2018.19.012.

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Nespor, Jan. "Academic Tasks in a High School English Class." Curriculum Inquiry 17, no. 2 (1987): 203–28. http://dx.doi.org/10.1080/03626784.1987.11075286.

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Coulter, Cathy, and Mary Lee Smith. "English Language Learners in a Comprehensive High School." Bilingual Research Journal 30, no. 2 (2006): 309–35. http://dx.doi.org/10.1080/15235882.2006.10162879.

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Cranford, Steve. "A high school English exercise in science writing." Matter 4, no. 4 (2021): 1087–89. http://dx.doi.org/10.1016/j.matt.2021.03.008.

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Shofi, Ahmad Thoyyib. "DEVELOPING ENGLISH CONVERSATION MATERIAL FOR ISLAMIC HIGH SCHOOL." E-LINK JOURNAL 5, no. 1 (2018): 1. http://dx.doi.org/10.30736/ej.v5i1.41.

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Liu, Guobing, and Yafei Zhang. "The Production-oriented Approach to Teaching English Writing in Chinese Junior High Schools." Journal of Language Teaching and Research 10, no. 6 (2019): 1288. http://dx.doi.org/10.17507/jltr.1006.18.

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With the acceleration of globalization, English communicative competence has become a necessary ability in modern society. The teaching of English writing in junior high schools not only improves students’ comprehensive language ability, but also lays a favorable foundation for their future English learning. Writing classes should highlight the importance of writing. But in fact, students’ actual output is neglected. The writing classes exist in name only. Based on the above questions, this research attempts to apply the Production-Oriented Approach (POA) in junior high school English writing teaching which is proposed by Chinese scholar Wen Qiufang. This research aims to find the effectiveness of POA in English writing teaching of Chinese junior high schools. We adopt the experimental research approaches, using classroom observation, interviews and tests to collect research data. Taking a class of 50 students in Grade 8 of junior high school as the research subjects, the researcher carries out the production-oriented English teaching experiment for one semester. It has been found: (1) Compared with traditional English instructions, POA can improve the English writing quality and comprehensive language using ability of junior high school students. (2) Both teachers and students believe that POA can stimulate students’ positive emotional experience, and students have more opportunities to use language in class. Through “enabling”, the quality of students’ language output has been significantly improved.
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Polat,, Selda. "Reasons for school dropout in vocational high school." Educational Research and Reviews 9, no. 18 (2014): 711–18. http://dx.doi.org/10.5897/err2014.1830.

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Noho, Hanswaty, Hasanuddin Fatsah, and Rasuna Talib. "Developing supplementary English reading materials for Vocational High School." International Journal of Humanities and Innovation (IJHI) 1, no. 2 (2018): 39–45. http://dx.doi.org/10.33750/ijhi.v1i2.12.

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The main problem of this study was “What are students of the Vocational School of Computer Networks need in learning English?” and “How is the development of supplementary English materials for reading skill?” The objective aimed at describing the development of supplementary reading materials for the tenth-grade vocational school based on the 2013 curriculum. The subject was the computer networks students in grade tenth in the 2015/2016 academic year consisting of twenty-two students (five males and 17 females). This research used R & D (Research and Development) method. The data were gathered from a number of sources, including students’ need analysis of English reading materials in grade X in the students’ book of 2013 curriculum, supplementary development of the English reading materials for computer networks students, and expert validation of supplementary English reading materials and students’ response after used the supplementary English materials. The findings showed that more than 30% of students were difficult to read the computer networks text and to understand the meaning of the text. The result of students’ book analysis was none of the reading materials appropriate for computer networks department, mostly provided General English. In developing the supplementary English reading materials for computer networks students, there were four stands, in which the current research only applied three out of the four stands, including define, design and developed. This supplementary English reading material helped the computer networks students to learn English based on their need.
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Perpisa, Lili, and Herviani Sevrika. "Pengaruh Lingkungan Terhadap Gaya Belajar Siswa pada Mata Pelajaran Bahasa Inggris di Kec. Koto Xi Tarusan, Pesisir Selatan." Journal Polingua : Scientific Journal of Linguistics, Literature and Education 2, no. 2 (2018): 64–70. http://dx.doi.org/10.30630/polingua.v2i2.3.

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The aim of this research is to describe the effect of environment toward students’ learning style in studying English at Kecamatan Koto XI Tarusan, Pesisir Selatan. English is an important subject for students since it has many tourism destinations. So, the students should have a capability in English in order to promote their areas. In learning English, each student has different way or different learning style. One of the factors that influences their learning style is an environment. The method of this reseach is causal-comparative. The sample used purposive sampling. The researcher chose 4 schools located in different environment; they are Junior High School number 9 located close to beach, Junior high School number 1 located close to market, Senior High School number 2 located in hilly environment, and Senior High School number 1 located between hill and beach. The total of sample is 216 students and 216 students’ parents. The data were taken by using observation, questioneer and interview. The result of this research is the environment does not affect the students learning style in studying English since most of the students in 3 areas use common sense.
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Bartlett, Lydia, Lori Kupczynski, and Glenda Holland. "Impact Of School Reform On Dropout Rates And Test Scores In An Urban High School." Contemporary Issues in Education Research (CIER) 4, no. 11 (2011): 1. http://dx.doi.org/10.19030/cier.v4i11.6483.

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The primary focus of the study was to explore the effect of School Within a School reform on two components in the Adequate Yearly Progress Report by which Texas schools are measured - dropout rates and scores on the Texas Assessment of Knowledge and Skills test. The demographics of the particular study sample included 11th grade students considered economically disadvantaged, English language learners, and regular, as well as special education students, attending an urban Texas high school. Data were acquired from the Texas Education Agency and hypotheses were tested with a non-parametric test of statistical significance, chi-square. Results indicated that the reform made a positive impact on dropout rates and on math and English Language Arts scores.
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Diem, Chuzaimah D., Popi Darusmiyati, and Margaretha D. Sitinjak. "The Correlation between School Accreditation and Students’ English Achievement of Public Senior High Schools." Studies in Linguistics and Literature 5, no. 2 (2021): p17. http://dx.doi.org/10.22158/sll.v5n2p17.

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The objectives of the study were (1) to find out whether or not there was a significant correlation between accreditation and students’ English achievement of public senior high schools in Palembang, and (2) to find out whether or not there was a contribution of accreditation on students’ English achievement. The population of 18 accredited public senior high schools in Palembang in 2016 with 3556 students of 12th grade were selected to be the sample of the study by using the purposive sampling technique. The data of the accreditation list and students’ English national examination scores were taken from BAP S/M (The Education Accreditation Board) and Ministry of Education and Culture of Indonesia. To analyze the data, Pearson Product Moment Correlation Coefficient to find out whether or not there was a correlation between the two variables. The result showed that (1) there was no significant correlation between school accreditation and students’ English achievement (r-obtained 0.406 and p-value 0.095), and (2) there was 16.4% contribution of school accreditation on student’s English achievement.
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최형재 and 김슬기. "The Effect of Native English Teachers on High School Students’ English Performance." Journal of Vocational Education & Training 16, no. 1 (2013): 1–19. http://dx.doi.org/10.36907/krivet.2013.16.1.1.

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Lasaten, Ronald Candy S. "Assessment Methods, Problems and Training Needs of Public High School Teachers in English." International Journal of Languages, Literature and Linguistics 2, no. 2 (2016): 55–60. http://dx.doi.org/10.18178/ijlll.2016.2.2.67.

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Li, Yingle, and Xueai Zhao. "An Analysis of Conjunctions as Cohesive Devices in High School Students‟ English Writing." International Journal of Languages, Literature and Linguistics 5, no. 4 (2019): 226–30. http://dx.doi.org/10.18178/ijlll.2019.5.4.232.

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39

Tuilan, Jeane, and Pratowo Widodo. "Students Ability to Read English at Caritas Catholic Senior High School in Tomohon." International Journal of Psychosocial Rehabilitation 24, no. 02 (2020): 2287–95. http://dx.doi.org/10.37200/ijpr/v24i2/pr200524.

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40

Ha, Myeong-Ae. "A Study on Specialized High School Students’ English Learning Motivation and Class Environment." Modern Studies in English Language & Literature 64, no. 3 (2020): 1–28. http://dx.doi.org/10.17754/mesk.63.3.1.

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41

Hakim, Lukmanul, and Irhamsyah Irhamsyah. "THE ANALYSIS OF THE TEACHER-MADE TEST FOR SENIOR HIGH SCHOOL AT STATE SENIOR HIGH SCHOOL 1 KUTACANE, ACEH TENGGARA." JURNAL ILMIAH DIDAKTIKA: Media Ilmiah Pendidikan dan Pengajaran 21, no. 1 (2020): 10. http://dx.doi.org/10.22373/jid.v21i1.4120.

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This study was designed to find out whether or not the English test made by the teacher called a teacher-made test was valid at state senior high school (SMAN) 1 Kutacane. The research design of this study was a qualitative descriptive research. The description is based on the test made by the teacher or the final test question sheet applied by the teacher for the second year students of senior high school 1 Kutacane. To make it easy to analyse, rubric (the points about the syllabus and lesson plan) and interview were applied. In analyzing the data, the technique applied was a documentary analysis technique ( the final question sheet of English test made by the teacher) and was based on the curriculum as a benchmark to find out the validity of test questions made by the English teacher. Based on the results of research, it was foud out that 92% of questions made by teachers was valid and 8% was invalid. These results indicated that the questions made by the English teacher of state senior high school 1 Kutacane were mostly valid and were in accordance with the curriculum. So, the English teacher of senior high school 1 Kutacane had made valid questions and the level of validity made by the teacher demonstrates the ability of teachers to design questions in English.
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Asgari, Mahdi Amini, Masoud Asgari, Zahra. "Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran." Journal of Critical Studies in Language and Literature 1, no. 1 (2020): 35–43. http://dx.doi.org/10.46809/jcsll.v1i1.4.

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Webquest is an Internet-based learning and teaching tool, within which is a process involving students and teachers to use it for educational purposes. As an educational tool, the webquest has gained popularity in the education field across subjects and settings and is generally well-received by both teachers and students. Many junior high school English teachers use webquests to support modern teaching methods to improve students’ instructions and learning processes in new opportunities of using webquest resources in English classes, as well. This study aimed at investigating the advantages and disadvantages of using webquests in Iranian junior high school English classes. This study also examined the application of webquests to motivate high school English teachers to teach more efficiently and provided the learners with a wonderful situation to learn English well. The present descriptive-analytical study was conducted in 2019 in four cities of Isfahan Province, Iran. The participants included 16 Iranian English teachers chosen based on the stratified random sampling method from junior high schools. The questionnaires and interviews were used to collect the data and the participants’ insights about the advantages and disadvantages of using webquests in their English classes. Many English teachers considered webquests helpful and believed that it could help students do duties better and that the teachers could teach English more effectively and meaningfully. Webquest resources, likewise, help teachers work in groups and share ideas associated with the school curriculum.
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Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.

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Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work. 
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Rahmawati, Amalia, Dewi Hartinah, and Faza Ilya. "English Achievement and Bullying In Junior High School Students." EDUVELOP 4, no. 2 (2021): 71–78. http://dx.doi.org/10.31605/eduvelop.v4i2.977.

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This is mixed method research with qualitative and quantitative data. The qualitative comes from correlation analysis, while the quantitave data comes from interview data. The population of this study is 230 students with 146 students as sample. They come from class VII SMP Muhammadiyah Kudus. This research was bivariate analysis with Spearmen Rank Test and the instruments were in-depth interview, questionnaires, the daily test scores in English. The result of quantitative data showed that there was a moderate correlation between bullying behavior and English achievement for junior high school students with p Value = 0.000 <α 0.05 and r value -0.470 with moderate strength and having negative relationship direction. The bullying affects the English achievement in term of motivation to study English. Based on qualitative data, the students become embarrassed and afraid when they speak and learn English. This condition happens because their friends and teacher mock them. It can be concluded that there is a correlation between bullying and English achievement for Junior High School.
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Guo, Ruiming. "Pedagogical Implications on Error Analysis in the High school." Modern Management Forum 5, no. 1 (2021): 65. http://dx.doi.org/10.18686/mmf.v5i1.3297.

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In senior high school English teaching, students make various errors in the process of learning English, and these errors are a way for learners to test their assumptions about the nature of the language they have learnt. Therefore, by analyzing students’ errors through error analysis, we can get feedback, effectively understand students’ learning condition, check the teaching effect, effectively improve the teaching method, and then reduce or avoid students making mistakes in English, so as to effectively improve the English writing level of Chinese high school students.
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Suhendra, Suhendra, and Supeno Supeno. "PENGARUH PERSEPSI ATAS LINGKUNGAN SEKOLAH DAN KEDISIPLINAN TERHADAP PRESTASI BELAJAR BAHASA INGGRIS." INFERENCE: Journal of English Language Teaching 3, no. 2 (2020): 132. http://dx.doi.org/10.30998/inference.v3i2.6014.

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The purpose of this study was to determine the effects of perceptions of school environment and discipline jointly towards English learning achievement, the effect of perceptions of school environment towards English learning achievement, the effect of discipline towards English learning achievement at Private Vocational High Schools in Kabupaten Tangerang. The research method used in this study is the survey method. Sample of 47 students was selected randomly from all private vocational students in Kabupaten Tangerang. Based on data analysis, it can be concluded that: 1) The results of the first hypothesis testing concluded that there was a significant effect of perception of school environment and discipline jointly towards English learning achievement at private vocational high schools in Kabupaten Tangerang. This is proved by the value of sig. 0,000 <0.05 and Fh = 35,702. 2) The results of the second hypothesis testing concluded that there was a significant effect of perceptions of school environment towards English learning achievement at private vocational high school in Kabupaten Tangerang. This is proved by the value of Sig. 0,000 <0.05 and th = 5,750. 3) The results of the third hypothesis testing concluded there was a significant effect of discipline towards English learning achievement at private vocational high schools in Kabupaten Tangerang. This is proved by the value of Sig. 0,000 <0.05 and th = 4,901.
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방인자 and Seyeoung Chun. "An Analysis of High School English Curriculum Implementation by the High School Record Rating System." CNU Journal of Educational Studies 32, no. 1 (2011): 59–84. http://dx.doi.org/10.18612/cnujes.2011.32.1.59.

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Thoyyibah, Luthfiyatun. "STUDENTS’ BACKGROUND TOWARDS LEARNING ENGLISH OUT OF CLASSROOM SETTING." JALL (Journal of Applied Linguistics and Literacy) 3, no. 1 (2019): 54. http://dx.doi.org/10.25157/jall.v3i1.2644.

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There have been many facts showed that senior high school students in Indonesia faced some problems in learning English at school. Because of that, students try to seek a solution which offered outside the class, commonly known as independent language learning. Because there are limited studies elaborated activity of learning English out of school context, thus this paper aims to explore what kind of activity that the senior high school students choose for learning English out of the school context. This study employed qualitative descriptive study. Data were drawn from questionnaires that were disseminated to 40 students of state and private senior high schools, in order to respond with their own views. Based on the findings of this study, activity of learning English that mostly conducted by students from state school is attending extra course while most of students from private school prefer individual learning. According to the findings, this study recommends the further study of the similar field involving a bigger number of respondents and enrichment of the theory. Keywords: state school, private school, independent learning, extra course
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Ali, AKSU, and ORCAN Asli. "The opinions of high school principals about their schools reputation." Educational Research and Reviews 10, no. 4 (2015): 423–34. http://dx.doi.org/10.5897/err2014.2046.

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50

Frahesti, Dian, and Harum Natasha. "Teacher's Reinforcement in Teaching English at High School Level." Lingua Susastra 1, no. 1 (2020): 31–40. http://dx.doi.org/10.24036/ls.v1i1.4.

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This study aims to determine the teacher's reinforcement in teaching English at the high school level. This is important to do because strengthening is one of the strategies that teachers can apply in increasing interest and motivation to learn to achieve satisfactory student achievement. This research uses qualitative methods with descriptive techniques. In data collection, researchers conducted interviews and observations on teachers of SMA Islam Negeri 2 Kuantan Singingi to determine the components of reinforcement used by teachers in learning English. The results of this study indicate that the English teacher uses verbal and non-verbal reinforcement in learning English. For verbal reinforcement, the teacher uses reinforcement with words and reinforcement with sentences. For non-verbal reinforcement, the teacher uses gesture reinforcement, closeness strengthening, contact strengthening, activity reinforcement, and token reinforcement. The reinforcement most often used by teachers in teaching English was reinforcement with words, while the reinforcement that was rarely used by teachers was token reinforcement.
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