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Journal articles on the topic 'Junior High School English Curriculum'
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1
Xingyu, Zhou, Deng Miao, and Wang Juan. "Research on the In-depth Teaching of English Reading in Senior High School Aiming at Core Literacy." IRA International Journal of Education and Multidisciplinary Studies 21, no. 2 (2025): 56. https://doi.org/10.21013/jems.v21.n2.p2.
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With the advancement of the new curriculum standard reform, the education department emphasizes that English courses in primary and junior high schools should proceed from four aspects: comprehensiveness, autonomy, efficiency, and innovation. They should follow the principle of student - centeredness and aim to cultivate students' core English competencies. Compared with primary school English teaching content, junior high school English has increased in vocabulary and grammar difficulty, and requires students to have a higher practical application ability of English knowledge. How to achieve the connection between primary and junior high school English has become a difficult problem for English teachers to think about. This article will analyze and discuss from two aspects: the definition of connection and teaching connection, and the effective connection strategies between primary and junior high school English classroom teaching under the new curriculum standards.
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Li, Yang, Anran Liu, and Yuhan Gong. "Research on Strategies to Improve Effective Teaching of English Listening in Rural Junior Middle Schools." Journal of Advanced Research in Education 2, no. 2 (2023): 41–54. http://dx.doi.org/10.56397/jare.2023.03.06.
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Junior high school is a critical period of English learning. According to the English curriculum standards in China, junior high school English should not only pay attention to the imparting of language knowledge but also pay attention to the cultivation of language skills. The junior high school stage is the critical period for students to learn. English listening is the first link of language skills and dominant position on speaking, reading and writing and other aspects of far-reaching impact. Different from the rich teaching resources and activities of urban junior middle schools, the resources and facilities in rural areas are relatively weak, so the effective teaching of junior middle school English listening needs to be paid more attention, which meets the requirements of the new curriculum standards of junior middle school English and the needs of curriculum reform in China. Based on this situation, this paper investigates and studies the effective teaching of junior middle school English listening. From the perspective of teachers and students, it combines quantitative research with qualitative research to find out the phenomenon of low efficiency and ineffective teaching in the current rural junior middle school English listening teaching, analyzes its causes, and puts forward effective countermeasures. In this study, 185 students were surveyed and 10 students and 15 teachers were interviewed by questionnaire and interview. Based on the relevant theory of effectiveness, combined with the interpretation of the specific requirements and basic spirit of English ability in the new curriculum standards, as well as the analysis and research of test results, this paper summarizes the inefficiencies existing in English listening teaching in rural junior high schools at this stage, and makes an in-depth study of the causes of the problems, including misleading effects of examination results and the professional level of teachers. In view of these problems, the author proposed to improve and enhance the effective teaching strategies of rural junior middle school English students, hoping to be helpful to the majority of front-line grassroots teachers.
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Latifa, Helmia, Koesoemo Ratih, and Maryadi Maryadi. "JUNIOR HIGH SCHOOL ENGLISH TEACHERS’ PLANNING ON MERDEKA CURRICULUM." English Review: Journal of English Education 12, no. 1 (2024): 203–12. http://dx.doi.org/10.25134/erjee.v12i1.8832.
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The purpose of this study was to determine teachers’ planning for implementing Merdeka curriculum in teaching English. This research is phenomenological research. Researchers used observation, interviews, and documentation to obtain data. The research data are statements from English teachers, principal, and deputy principals in the field of curriculum, pictures from observations, and documentation. The results of this study showed that the teacher made four plannings` for the implementation of Merdeka curriculum. These plannings are assessment, teaching device, flow of learning objectives, and teaching modules. Therefore, these plannings are carried out by the teachers so that the implementation of Merdeka curriculum in learning English is successful. School needs to develop professionalism for teachers to increase understanding of Merdeka curriculum, especially in English language learning
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Trimadona, Eliza, Reni Andriani, and Sherly Dwiputri Ferdi. "THE STUDENT DIFFICULTIES IN THE IMPLEMENTATION OF CAMBRIDGE CURRICULUM AT AL-AZHAR JUNIOR HIGH SCHOOL." JR-ELT (Journal of Research in English Language Teaching) 4, no. 2 (2020): 91–99. http://dx.doi.org/10.30631/jr-elt.v4i2.57.
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The primary goal of this research is to determine what processes and materials are required to implement the Cambridge curriculum at Al-Azhar Junior High School Jambi. The second objective of the research is to identify the factors and challenges that students encounter during the application and learning of English using the Cambridge curriculum. This investigation employs a qualitative methodology. The subjects of this investigation were the Al-Azhar Junior High School Jambi principal, English teacher, and eighth grade students. Interviews, observations, and documentation were used to collect the research data. Based on the findings and discussions encountered by the researcher during the application of the Cambridge curriculum at AlAzhar Junior High School Jambi via multiple processes, including the planning, implementation, and evaluation processes, as well as the implementation of the curriculum at AlAzhar Junior High School Jambi by the education unit and teachers. At ALAzhar Junior High School Jambi, certain students encountered difficulties with the Cambridge curriculum's learning process during its implementation. Lack of vocabulary comprehension, lack of motivation to learn, pronunciation errors, and anxiety during the learning process are some of the challenges faced by students. It has been going well for the implementation of the Cambridge curriculum at Al-Azhar Junior High School, despite the fact that there are still some impeding factors. However, this is not a major issue, as the implementation of the Cambridge curriculum at Al-Azhar Junior High School Jambi has been operating as optimally as possible.
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Pane, Isli Iriani Indiah, Mahmud Layan Hutasuhut, Sisila Fitriany Damanik, and Fahri Haswani. "TEACHERS’ PERCEPTION OF 2013 CURRICULUM IMPLEMENTATION IN JUNIOR HIGH SCHOOL." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 6, no. 2 (2022): 545–59. http://dx.doi.org/10.30743/ll.v6i2.8863.
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The aim of this study was to examine English teachers’ perceptions and concerns about the implementation of the2013 curriculum in Junior high school in Indonesia. This study reports findings from interpretive case study design in a private junior high school in Medan region, Indonesia with 2 teachers. Data were generated using questionnaires, focus group interview, classroom observation and documentation. The research focus was on how the English teachers have implemented the 2013 curriculum. The findings indicate that the implementation of the curriculum was still problematic due to the teachers’ lack of knowledge of the 2013 curriculum and the teachers’ pile of work. In addition, one of the teachers was still confused with the implementation of the 2013 curriculum, to work with teenagers’ students, overcrowded classrooms, learning environments, and insufficient teaching and learning materials and facilities. This study recommends that to improve the current situation and attain quality provision of junior high schools, teachers need to develop their professional knowledge through socialization and the in-service training. The government policy planners need to provide initial teacher education that suit junior high school contexts, professional development, and conducive teaching and learning environments with available resources for effective teaching and learning practices.
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Huang Yuheng, Liu Xiangting, Li Hongyuan, et al. "Integration of Curriculum Ideological and Political Education into Teaching English Reading in China." Pragyaratna प्रज्ञारत्न 6, no. 2 (2024): 25–37. http://dx.doi.org/10.3126/pragyaratna.v6i2.70563.
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Curriculum Ideological and Political Education (CIPE) is a comprehensive educational concept. Integrating ideological and political education into subject teaching can effectively promote students' political consciousness, and enhance their national self-esteem, pride, and national identity. This study adopts empirical research, focusing on eighth-grade students and English teachers at a middle school in Lufeng City. Using survey questionnaire and teacher interviews, it explores the current status of integrating Curriculum Ideological and Political Education into teaching of English reading in junior high school. The main research questions include: (1) What is the overall understanding of junior high school students and teachers on integrating Curriculum Ideological and Political Education into English reading teaching? (2) What is the impact of integrating Curriculum Ideological and Political Education into English reading teaching on the emotional attitude and values of junior high school students? (3) What specific approaches do English teachers employ to integrate Curriculum Ideological and Political Education into junior high school English reading teaching? The survey results show that students generally support the integration of CIPE into reading teaching, and teachers also recognize its advantages. However, teachers face challenges in putting it into practice. This study identifies the problems of integrating CIPE into teaching reading through experimental data analysis and proposes corresponding solutions, aiming to innovate the research on junior high school English reading.
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Zhang, Ruowen. "Study on Junior High School English Reading Teaching Based on the Ideological and Political Education." International Journal of Education and Humanities 13, no. 3 (2024): 87–90. http://dx.doi.org/10.54097/aa6cwj78.
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Moral cultivation is an essential part of the Party’s educational policy, which plays a crucial role in guiding and instructing teachers’ work as the fundamental task of education. The Compulsory Education English Curriculum Standards (2022 edition) points out that the starting point and goal of compulsory education English curriculum is to train new talents with ideals, skills and responsibilities. Since English textbooks contain abundant moral education resources and ideological and political elements, English reading plays an important role in junior middle school teaching. Therefore, integrating curriculum ideological and political education into English classes in middle schools can not only enrich students’ language knowledge, but also help them form correct values and improve their humanistic quality. This paper makes an in-depth study on how to effectively implement curriculum ideology and politics in junior high school English reading teaching.
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Simanjuntak, Marudut Bernadtua. "THE EFFECTS OF INTEGRATION BETWEEN KURIKULUM 2013 AND CAMBRIDGE CURRICULUM IN ENGLISH (STUDY CASE TAKEN FROM SAINT PETER'S JUNIOR HIGH SCHOOL)." JOURNAL OF ADVANCED ENGLISH STUDIES 3, no. 1 (2020): 50. http://dx.doi.org/10.47354/jaes.v3i1.77.
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Many schools in Indonesia have improved the quality of the English skills of the students. One way to improve and develop the curriculum which outlines the English skills is by doing curriculum integration. Saint Peter Junior High School which is located Kelapa Gading - North Jakarta has applied Kurikulum 2013 and Cambridge Curriculum for some years. The Cambridge curriculum approaches language skills and Kurikulum 2013 approach used was language competence which included grammar competencies, social competencies, and communicative competencies. Integration models that are compatible with the integration of both are nesting models. The research is aimed to show the effects of the Cambridge Curriculum which is integrated with Kurikulum 2013 in Saint Peter's Junior High School.
 
 Keywords: Curriculum Integration, Cambridge Curriculum, Kurikulum 2013, English
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Maryanti, Tri, Sri Wahyuni, and Widhiyanto. "Teacher's Needs Analysis for English Reading Modules in Junior High Islamic Schools Based on Integrated Curriculum Standard." Language Circle: Journal of Language and Literature 19, no. 2 (2025): 387–99. https://doi.org/10.15294/lc.v19i2.20584.
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English is an essential language used in various aspects of life, and formal education remains the primary setting where students learn English. In Indonesian Junior High Schools, English is commonly taught using resources provided by the school, with textbooks or learning modules serving as key materials. Most of these schools have adopted the Emancipated Curriculum (Merdeka Curriculum) while some, particularly Islamic schools, supplement it with the Integrated Islamic School Network (JSIT) Curriculum. The JSIT Curriculum combines an integrated learning system with a full-day school model, emphasizing Islamic values and character building. Given these unique educational settings, it is important to explore teachers’ specific needs for English reading modules that align with the characteristics and goals of Islamic schools. This qualitative study involved 25 English teachers from Islamic junior high schools in Magelang Regency. Data were collected through questionnaires and interviews. The results reveal that teachers encounter challenges in teaching reading comprehension, primarily due to a lack of suitable learning resources reflecting Islamic schools' identity and educational objectives. Therefore, there is a significant need to develop English reading modules tailored to the values, vision, and mission of Islamic education to enhance classroom instruction.
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Xiao, Lin. "Gamified Teaching Strategies based on English Core Competencies." Journal of Education and Educational Research 9, no. 3 (2024): 293–98. http://dx.doi.org/10.54097/cdrpmx26.
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In the wake of technological advancements and the ongoing reforms in English curriculum of junior high schools, significant transformations have taken place in the teaching environment and content of junior high school English education. To align with the pedagogical principles of the new curriculum reform, several schools have introduced gamified approaches to English instruction, aiming to innovate the conventional teaching paradigms. However, in the practical application of this gamified English teaching method, the effective utilization of educational games as tools, alongside substantial improvement in teaching quality, while seamlessly nurturing students' core Competencies, remains a focal point that educators need to address. In order to facilitate educators' comprehensive comprehension of gamified teaching strategies and assist them in implementing the core language proficiency objectives within the junior high school English curriculum, this study elucidates how gamified teaching practices can effectively integrate and enhance essential language skills. Additionally, the paper proposes pragmatic strategies to address the array of challenges currently prevalent in gamified English instruction.
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Karmila, Karmila, Dwi Riyanti, and Yohannes Gatot Sutapa Yuliana. "A CONTENT ANALYSIS OF STUDENTS’ ENGLISH TEXTBOOK IN CURRICULUM 2013." Proceedings International Conference on Teaching and Education (ICoTE) 2, no. 2 (2019): 206. http://dx.doi.org/10.26418/icote.v2i2.38229.
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The objective of this research was to analyse the content of students textbook in junior high school at seventh grade based on curriculum 2013. This study aimed to analyse whether the content in the students’ textbook When English Rings the Bell in focus for seventh grade Junior High School are appropriate with the content standard of curriculum K13 or not. In this research, the researcher used document analysis. This document analysis used library research without observing the certain phenomenon directly. The data was taken from the content in the English textbook used in Junior High School at eighth grade students. To collecting the data, the writer used documentary method. For analysing data, the writer presented the content of the English textbook and analyse the content of the English textbook focusing on the grammar aspects. The finding showed that the contents were focussed on certain grammar for junior high school at seventh grade students. The biggest part is Simple Past Tense. It showed that the content of the English textbook for seventh grade Junior High School are appropriate with the content standard of curriculum K13.
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Ou, Yixin. "Exploring Student-Centered Instructional Models in Junior High School English." 教育学文摘 1, no. 1 (2025): 122. https://doi.org/10.63313/edu.8017.
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The "student-centered" educational philosophy is not only a central theme of contemporary quality-oriented education but also a core tenet of the new curriculum reform. As stipulated in the English Curriculum Standards for General High Schools (2017 Edition), teachers should de-sign open and interactive classroom activities to enable students to progressively enhance their English proficiency and learning competencies through self-directed learning, collaborative learning, and inquiry-based learning. Grounded in this framework, this paper explores a stu-dent-centered classroom teaching model within the context of junior high school English in-struction, aiming to improve both the efficacy of classroom teaching and students’ autonomous learning abilities.
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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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Nazizah, Mailatun, Khusnul Harsul Lisan, and Berli Arta. "Analyzing the Impacts of Implementing Cambridge Curriculum on Students’ English Academic Achievement." JETLEE : Journal of English Language Teaching, Linguistics, and Literature 4, no. 2 (2024): 224–39. https://doi.org/10.47766/jetlee.v4i2.2898.
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The Cambridge Curriculum, which is typically implemented in international standard schools, is the primary focus of this investigation. Nevertheless, Assalafiyah Islamic Junior High School, a boarding school, has incorporated the Cambridge Curriculum into its educational program. The purpose of this study is to determine the impact of the implementation of the Cambridge Curriculum on Students' English Academic achievement in VIII Graders of Assalafiyah Islamic Junior High School Mlangi Yogyakarta. The academic performance of eighth-grade students was compared under two distinct curricula: the 2013 Curriculum and the Cambridge Curriculum, using a mixed-methods approach. The grades of 89 students in three classes (A, B, and C) were analyzed to collect quantitative data under both curricula. Further, interviews were conducted with 12 participants from the Islamic Junior High School in Mlangi, Yogyakarta, including 6 male students, 5 female students, and 1 teacher, for the qualitative analysis. The results of this study indicated that the application of the Cambridge Curriculum on Students' English Academic achievement of VIII graders had a very good impact. The students increased in terms of academic scores when learning using Cambridge Curriculum compared to the previous Curriculum. Besides, they were more enthusiastic in participating in the English lessons in class.
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Andariyani, Nur, and Diani Nurhajati. "THE IMPLEMENTATION OF TEACHING ENGLISH BASED ON CURRICULUM 2013 APPLIED BY AN ENGLISH TEACHER OF JUNIOR HIGH SCHOOL." ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH 1, no. 2 (2016): 9. http://dx.doi.org/10.29407/jetar.v1i2.480.
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Curriculum 2013 has been implemented by many schools, including a junior high school at Kediri. English teachers, who implement it, must have sufficient knowledge on what to teach, how to teach, and how to assess students’ competence, etc. The idea of implementing this curriculum is that graduates of school levels are able to compete with the graduates from other countries. Students should have communicative competence in English which covers four language skills. Therefore, this research aims at answering the question: “How is the implementation of teaching English based on Curriculum 2013 applied by an English teacher of junior high school at Kediri?” The subject of this research is an English teacher of junior high school at Kediri. It is a qualitative research which focused on the material development, teaching steps, and classroom management. The data was found from observation during teaching and learning process, interview the teacher, and documentation. The result showed that in teaching English the teacher developed the materials by modifying and extending the tasks based on the Richard and Harmer’s theory. Then, in delivering the materials, the teacher tried to implement the scientific approach, although the application was different from the concept from the scientific approach proposed by the government. Furthermore, the teacher also managed the classroom well by applying group works, and setting the comfortable condition in the class during teaching and learning process.
 
 Key words: teaching English, Curriculum 2013, materials development, teaching steps, classroom management.
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M., Syawal. W., Sadapotto Andi, Asrifan Andi, Efendi Rustam, and Hermansyah Sam. "DESIGNING ENGLISH INTRUCTIONAL MATERIALS FOR EFL JUNIOR HIGH SCHOOL STUDENTS BASED ON SCHOOL CURRICULUM." Global Journal of Arts Humanity and Social Sciences 4, no. 12 (2024): 1011–14. https://doi.org/10.5281/zenodo.14280675.
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This study focuses on the design of English instructional materials for EFL (English as a Foreign Language) junior high school students, based on the existing school curriculum in Indonesia. The study aims to address the challenges faced by students in mastering the English language due to limited classroom exposure and the inadequacies of current teaching materials, which often do not align with the curriculum requirements.The research employs a developmental approach, which includes need analysis, design, development, implementation, and evaluation of the instructional materials. Through this process, the study seeks to create materials that are not only effective in enhancing students' English proficiency but also well-received by both teachers and students. The findings indicate that instructional materials developed in alignment with the school curriculum, and utilizing a combination of presentation, practice, and production methods, significantly improve the English language achievement of students. Both teachers and students responded positively to the materials, recognizing their effectiveness in the learning process.
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Jannah, Evi Isfiatul, and Irma Khoirot Daulay. "TEACHING ENGLISH WRITING FOR JUNIOR HIGH SCHOOL IN MERDEKA CURRICULUM: NARRATIVE INQUIRY." Premise: Journal of English Education 13, no. 3 (2024): 949. https://doi.org/10.24127/pj.v13i3.10722.
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This research investigates English teachers' perceptions of teaching recount text paragraphs under junior high school's Merdeka Curriculum (MC). The investigation was conducted to get more information on teachers' experiences in recount text paragraph class, primarily focusing on teacher perceptions of effectiveness, extent implementation, and recommended actions to enhance curriculum effectiveness through a narrative inquiry approach. Qualitative data were collected from two participants, Mrs. W and Mr. A, using narrative frames and structured interviews. Then, the data are analyzed using the theory from Miles, Huberman, and Saldana, involving data reduction, data display, and conclusion drawing to synthesize results. The result and discussion in this research showed that the teachers perceive MC positively in enhancing student engagement and learning outcomes in writing recount text paragraphs. The participants highlighted the curriculum's key strengths: flexibility, interactive nature, and alignment with modern teaching methodologies. Besides, the teachers also emphasized the importance of professional development, collaborative learning among teachers, and integrating learning technology to enhance curriculum effectiveness further. By investigating this topic, it gives us insights into optimizing the effectiveness of the curriculum. The optimization focuses on integrating flexible and interactive elements into the teaching process, investing in professional development for teachers, encouraging collaborative learning, and embracing learning technology tools.
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Wu, Mingyuan. "A Brief Discussion on the Application of Task-based Language Teaching to Improve the Teaching Quality of English Communication Classes in Junior High Schools." Journal of Contemporary Educational Research 7, no. 11 (2023): 166–72. http://dx.doi.org/10.26689/jcer.v7i11.5592.
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With the progress and development of society and the continuous advancement of curriculum standard reform, society has higher requirements for students’ English skills. The junior high school stage is the best time to cultivate students’ communication skills, however, junior high school English classes are currently still based on traditional teaching as the main teaching method, which only focuses on cultivating students’ reading and writing skills, thus neglecting the training of listening and speaking skills. Despite its evident benefits, the implementation of the task-based language teaching (TBLT) method in junior high school English communication classes is not without challenges. The current state of these classes reveals a significant gap in the integration of communicative tasks into the teaching process. This gap stems from a variety of factors, including the lack of appropriate resources, insufficient teacher training, and the deeply ingrained reliance on traditional teaching methods. This study will briefly explain the definition and characteristics of the task-based language teaching method, analyze the current situation of junior high school English communication classes, the difficulties of using TBLT in junior high school English classrooms, and the application methods of task-based teaching methods. The teaching method makes up for the shortcomings of English communication classes in junior high schools and improves the quality of teaching.
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Saefurrohman, Saefurrohman, and Elvira S. Balinas. "English Teachers Classroom Assessment Practices." International Journal of Evaluation and Research in Education (IJERE) 5, no. 1 (2016): 82. http://dx.doi.org/10.11591/ijere.v5i1.4526.
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The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.
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Wu, Ying. "Suggestions for Extracurricular Graded Reading Teaching of Junior High School English in Western Regions." Region - Educational Research and Reviews 6, no. 2 (2024): 38. http://dx.doi.org/10.32629/rerr.v6i2.1668.
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The Compulsory Education English Curriculum Standard (2011) sets requirements from the first year to the fifteenth year. However, in China, junior high school students mainly rely on textbooks and exercises in the classroom, neglecting extracurricular English reading. Currently, there is a pressing need in China to find an effective way of teaching extracurricular English reading in secondary schools. In November 2016, the first Chinese Graded Reading Standard for Primary and Secondary School Students (experimental draft) was released, establishing a corresponding level system for English teachers nationwide and attracting increasing scholarly involvement. However, current research in the country primarily focuses on assessing English proficiency, with limited systematic and in-depth studies on its impact on learners’ English learning outcomes. Existing studies mostly target urban primary and secondary schools. Therefore, this study focuses on the Chinese Graded Reading Standard for Primary and Secondary School Students (experimental draft) with rural junior high school students as subjects, examining the impact of “reading experience” on different types of children.
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Jiang, Yahan. "The Application of Situational Teaching Method in Junior Middle School English Classroom." Frontiers in Sustainable Development 4, no. 9 (2024): 17–23. http://dx.doi.org/10.54691/8m5ewg96.
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Junior high school stage is important for not only students' life development, but also development of thinking. As one of the important compulsory courses in junior high school, English occupies a very important position in education. The new curriculum standard puts forward the requirement of creating associative situation for junior high school English teachers. Situational teaching method is a kind of teaching method which originated in Britain in the 1920s and 1930s. It is based on the cultivation of oral ability and emphasizes the basic structure of target language through meaningful situations. Therefore, it is of great significance to apply situational teaching method to junior middle school English teaching.
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Subhan, Ulya Maulani, and Roni Subhan. "Student’s Challenge Speaking Skill Toward Merdeka Curriculum By Using Project Based Learning In Juniour High Skill." AS-SUNNIYYAH 4, no. 01 (2024): 27–31. http://dx.doi.org/10.62097/assunniyyah.v4i01.1879.
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This study explores the challenges and opportunities associated with developing speaking skills among junior high school students within the framework of the Merdeka Curriculum through Project-Based Learning (PBL). The purpose of this research is to know the character building of student’s speaking skill and to find out the student ability who are able in speaking. This study employs a descriptive qualitative research to explore the challenges faced by junior high school students in developing their English-speaking skills through Project-Based Learning (PBL) under the Merdeka Curriculum. The observation is doing in the second grade of Juniour High School. The data collection was carried out by observation and using video to test the speaking ability. The findings reveal that while students showed notable improvement in their speaking skills when engaged in PBL, several challenges hindered its full effectiveness. These challenges include students' initial reluctance to participate in speaking activities due to anxiety and a lack of confidence, particularly among those with lower English proficiency. Additionally, time constraints within the school curriculum made it difficult for teachers to balance content coverage with providing adequate speaking practice.
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RestiMartanti, Ika Fathin. "Holistic English Mid-Term Assessment for Junior High Schools." Indonesian Journal of English Language Studies (IJELS) 1, no. 1 (2017): 57–69. http://dx.doi.org/10.24071/ijels.v1i1.338.
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Assessment is one of integrated parts in teaching and learning process. Due to the change of curriculum in Indonesia, the assessment type which the teachers should use to assess theirstudents is different. According to Curriculum 2013, teachers need to assess every studentthoroughly, including their knowledge, skills, and attitudes. In fact, teachers still finddifficulties in assessing their students. This phenomenon also happens to the teachers ofjunior high schools. This research aims to develop a mid-semester assessment model which ismore practical and less time-consuming for English teachers in junior high schools. Themethod was Research and Development (RD). The data were collected from groupdiscussion, questionnaires, and interviews. The result of the research is a holistic Englishassessment model which can be used for a mid-semester period. A holistic assessment coversthe partial and contextual aspects of teaching and learning. It consists of two types: studentassessment and portfolio assessment. This assessment model is expected to improve theeffectiveness of the assessment technique for junior high schools and to provide moreopportunities for teachers to conduct the mid-term assessment which is not really taken intoaccount as a part of classroom activities. Keywords: assessment, holistic, mid-semester, junior high school
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Ding, Yue. "Study of Stratified Teaching for English Reading in Junior High School." Frontiers in Sustainable Development 4, no. 7 (2024): 79–83. http://dx.doi.org/10.54691/183rf323.
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For junior high school students, reading play an indispensable part in the English learning. Reading can enlarge students’ vocabulary and cultivate students’ learning ability. English Reading occupies a large proportion in the entrance examination. The English Curriculum Standards emphases that English teaching should be oriented to all students. Therefore, the teachers attach great importance to the teaching of English Reading. However, some junior high schools ignore the basic differences of students' English reading and take on a traditional teaching model in English reading class, which cannot meet the needs of each student. And then may even lead to the decline of some students' English reading learning autonomy, and the students will gradually lose confidence and enthusiasm. As a result, the teachers are supposed to seek a teaching method that can take students’ differences into consideration. Under the stratified teaching approach, students are divided into different levels based on their learning competence and learning potentials. Then teachers set appropriate teaching objectives, questions, tasks and after-school homework depending on learning abilities of students at different levels. The author attempts to research the effects of stratified teaching on students’ reading interest and reading performance based on the three theoretical foundations. This study will use logical analysis and literature to summarize and analyze. Teaching in junior high school, including foreign and domestic research, and puts forward some suggestions for improving English Reading Teaching in junior middle school. According to the research results, the application of stratified teaching approach to English reading teaching is very significant in junior high school. It is mainly reflected in improving students’ reading ability and interest in reading. Therefore, teachers need to improve their teaching methods in order to improve the reading literacy of junior high school students. Hope it can be helpful for the future teaching work.
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Yulia, Yuyun, and Ni Wayan Surya Mahayanti. "The Curriculum Change in Indonesian Junior High Schools: The ‘Copy Paste’ Phenomenon." World Journal of English Language 14, no. 6 (2024): 517. http://dx.doi.org/10.5430/wjel.v14n6p517.
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The Indonesian government defines the curriculum as a set of plans, programs, and rules that outline the objectives, contents, methods, and materials in teaching and learning. These serve as guidelines for conducting instructional activities, with the aim of achieving the national education standards. Along with the spirit of decentralization that began in the early 2000s through the implementation of school-based management, schools now control the school-based curriculum, which should be tailored to the unique characteristics of both the school and the student. This research evaluates the teaching of English as a Foreign Language (EFL) in Indonesian junior high schools, using various instruments across 12 case study schools. Most schools experienced a "copy and paste" effect in their curriculum. One could perceive this as mere decoration instead of actively engaging with the pedagogical and structured content. The actual implementation in class was mostly different from the school documentation. In other words, what teachers do and what they write in the lesson plans are different. Despite the document's effectiveness, schools rarely implement it. To make matters worse, principals appeared to accept school documentation without a critical review of practice. One could perceive this as an endorsement of the document.
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Nurul Maulida and Sukri Adani. "AN ANALYSIS OF ASSESSMENT USED IN THE ENGLISH TEXTBOOK OF MERDEKA BELAJAR CURRICULUM FOR THE FIRST-YEAR STUDENTS OF JUNIOR HIGH SCHOOL." Nusantara Hasana Journal 3, no. 2 (2023): 1–7. http://dx.doi.org/10.59003/nhj.v3i2.908.
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Assessment is one of the important processes in education that is useful for assessing the effectiveness of learning and curriculum achievement. The assessment process is very important to evaluate as well as improve the learning process. The aimed this study is to explore the dominant forms of assessments used in English in Mind the textbook of Merdeka Belajar curriculum for first-year students of Junior High School and to know the types of assessment used in the English textbook of Merdeka Belajar curriculum for first-year students of Junior High School. The writer used the mixed method. Based on the data analysis the writer found 22 types of assessments of English in Mind in which it devided into 16 assessments after analyzed by each aspect skills, they are directed responses, read-aloud, sentence/dialogues complexion andoral questionnaire, pictures-cued task, translation, questionand answer, giving instruction and direction, information transfer, dictation, listening cloze, sentence repetition, reading aloud, written response, multiple choice, matching task, short answer, grammatical transformation, and vocabulary assessment. Then, the dominant assessment used in the English textbook of Merdeka Belajar curriculum for the first-year students of Junior High School was a grammatical transformation from writing skills.
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Sa’dhiyah, Kholifatus. "Exploring the Pancasila Values in the English Writing Teaching Materials Made by Microteaching Student." Jurnal Educazione : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling 12, no. 2 (2024): 131–41. https://doi.org/10.56013/edu.v12i2.3444.
Full textAbstract:
In Indonesia, the education curriculum underwent significant changes with the introduction of the Independent Curriculum. Meanwhile, curriculum changes have not been followed by the development of adequate teaching materials. Researchers conducted an analysis of English writing teaching materials for junior high school documents made by microteaching students. This research aims to identify how Pancasila values are integrated into English writing teaching materials created by micro-teaching students of the English Department for use in the independent curriculum. The research design in this study used qualitative and content analysis. The data collection method uses content analysis with the Miles and Huberman model approach. The findings of this research reveal that the English writing teaching materials developed by microteaching students at a university in Indonesia for junior high school effectively embody Pancasila values, making them appropriate for implementation in the independent curriculum.
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Wang, Na. "Explore the Teaching Design of English Listening and Speaking from the Perspective of Activity-based Approach." Journal of Education and Educational Research 9, no. 3 (2024): 13–17. http://dx.doi.org/10.54097/cxwt7c23.
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Teachers’ professional competence is the key to the effective implementation of the English curriculum and teaching reform. Teachers should profoundly understand and apply the principles specified in the English Curriculum Standards. The activity-based approach provides a powerful platform for integrating curriculum content, carrying out in-depth teaching, and fulfilling the overall goal of the curriculum (The Ministry of Education, 2020). Taking Section A 1a -2d, Unit 1 How Can We Become Good Learners? Grade 9, Go for it by People’s Education Press as an example, this study explores how to promote the development of students’ English subject core competencies in junior high school English listening and speaking class based on the concept of activity-based approach, aiming to provide practical enlightenment for activity-based English teaching in junior high school and useful data for theoretical research on activity-based approach.
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Putra, Octa Pratama. "IMPLEMENTATION OF DIGITAL ENGLISH LEARNING TOWARD JUNIOR HIGH SCHOOL STUDENTS BASED ON MERDEKA CURRICULUM." CaLLs (Journal of Culture, Arts, Literature, and Linguistics) 9, no. 2 (2023): 185. http://dx.doi.org/10.30872/calls.v9i2.12439.
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The purpose of this study is to peer out the results of the final perspective of Hidayatul Athfal junior high schools’ students in implementing digital English learning which refers to Merdeka curriculum. Beforehand, the Ministry of Education issued one of the latest efforts to change the education system, which is popularly known as the Merdeka curriculum. Based on the Law of the Republic of Indonesia Number 20 of 2003 concerning the National Education System, curriculum is a set of plans and arrangements regarding objectives, content, and teaching materials, as well as methods used as guidelines for implementing up-to-date learning to achieve effective and optimal learning objectives. Apart from that, junior high school students in this research used learning media, it is barcode scanners as one of the learning media to make the digital system of the learning process at their meetings. The author uses a qualitative descriptive research method, which is conducted by direct observation and in-depth interviews with the parties involved, and the data collected is then analyzed descriptively by presenting the results of the research in the form of a research report. The conclusion of the research that the author draws that, it shows the implementation of the Merdeka curriculum is very helpful in assisting the junior high school students by adapting digital English learning process. It is proved that, 66.7% of students agreed with the implementation of the Merdeka Curriculum.
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JASRIAL, DEDI, HERMAWATI SYARIF, and YETTI ZAINIL. "ENGLISH TEACHERS’ VOICES ON CURRICULUM CHANGE AND IMPLEMENTATION OF THE MERDEKA CURRICULUM IN RURAL JUNIOR HIGH SCHOOLS IN INDONESIA." Linguists : Journal of Linguistics and Language Teaching 9, no. 2 (2023): 178. http://dx.doi.org/10.29300/ling.v9i2.2630.
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Curriculum changes are crucial in modern education to adapt to society's needs and technological advancements. Yet, rushed or poorly considered alterations might disrupt education's flow and harm students' learning and progress. Hence, this study explores rural Junior High School English teachers' voices on curriculum changes and the Merdeka curriculum implementation regarding curriculum aspects. Employing a qualitative approach with a case study design, five English teachers from rural schools in Bengkulu Province, Indonesia, were selected purposively. Semi-structured interviews were carried out to collect data and those data were analyzed using an interactive model. The findings of this study indicate teachers' positive reception to curriculum changes, benefiting both students and educators. The Merdeka Curriculum's implementation fulfilled various aspects, such as goals, resources, and teaching methods, yet encountered hurdles, like inadequate facilities, assessment system awareness, and learning module development. Despite successes, teachers expressed the necessity for training and workshops to effectively integrate the Merdeka curriculum into their teaching practices. In conclusion, rural English educators exhibit optimism toward the Merdeka Curriculum, appreciating its advantages while acknowledging challenges related to resource scarcity and the need for enhanced training in curriculum execution.
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Novi Dwi Maria Ulfa and Joko Wibowo. "A CONTENT ANALYSIS OF ENGLISH TEXTBOOK ‘BRIGHT’ FOR THE SECOND GRADERS OF JUNIOR HIGH SCHOOL BASED ON CURRICULUM 2013." English Language Teaching Journal 1, no. 1 (2021): 89–95. http://dx.doi.org/10.35897/eltj.v1i1.601.
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The aim of study is to measure and make sure what the content of English Textbook ‘Bright’ in The Second Graders of junior High School fulfills guidelines of Curriculum 2013, if there is any lack of needed content. This study uses Qualitative method specifically analysis descriptive. The study instrument is the writer herself and the data are collected from English textbook ‘Bright’ for the second graders of Junior High School and document of Curriculum 2013. The result of this study shows that only 73.9% materials in English textbook ‘Bright’ fulfill the feasibility of content requirement. 71 categories out of 96 obtain the score 4, 2 categories obtain score 2 and 23 categories obtain score 1. Which means in textbook, 73,9% of material on “Bright” textbook are still acceptable and appropriate textbook in using that but need more consideration in using. The consideration is dominated in the diversity insight. Based on the strength and weakness of the textbook teacher can be more selective in using textbook suitable with the necessary’s students.
 Keywords: Content Analysis, English Textbook, The Second Graders Junior High School, Curriculum 2013
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Usadiati, Wahyuningsih, and Maida Norahmi. "Character education in English package books for Islamic Junior High School students." Journal on English as a Foreign Language 9, no. 2 (2019): 181–98. http://dx.doi.org/10.23971/jefl.v9i2.1298.
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The research is an inventory aimed at identifying and categorizing the character values in the English package books for students of Islamic Junior High School or Madrasah Tsanawiyah by considering their relevance to Islamic character values in the Quran and Hadits. The method used was content analysis following Bogdan and Biklen model by analyzing, grouping, sorting, and synthesizing the values taken from the package books to draw the patterns. The patterns were discussed to conclude the final findings to be disseminated as the list of inventory. The main data source was the English package books published by the government and the supporting data were the Core Competencies taken from Curriculum 2013 for Junior High School (SMP) and Madrasah Tsanawiyah (MTs) or Islamic Junior High School students. There are 10 values inserted in the package books that are relevant to the Islamic religious characters. The result showed various English expressions relevant to Islamic character values which have a long-term and sustainable effect as a reference for character building by English teachers in developing English supplementary materials for Islamic Junior High School students.
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Luo, Wen-Hsing. "Analysis of English Textbooks Used in Taiwan: A Perspective of English as a Lingua Franca." Sustainability 15, no. 5 (2023): 4447. http://dx.doi.org/10.3390/su15054447.
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This study examines English textbooks used in Taiwanese junior high schools (Grades 7 to 9) from the perspective of English as a lingua franca (ELF) and with regard to the national English curriculum. In this study, English textbooks that are currently used in junior high schools in Taiwan were examined based on an analysis framework featuring ELF attributes. These ELF attributes were proposed and enumerated in light of previous studies on the analysis of English textbooks and the national English curriculum. This study revealed that the examined textbooks partially reflected an ELF perspective with the manifestation of the ELF attributes to a different extent. Moreover, it demonstrated that the ELF-oriented content was displayed in various forms of activities and exercises (e.g., listening, reading, writing, and discussion) and that the subject matter of the units covered a wide range of topics. In light of the research results, the author provides suggestions for the design of ELF-oriented textbooks at the junior high school level, such as promoting learners’ awareness of ELF, encouraging the development of intercultural communication strategies in learners, considering learners’ experiences in the learning of English, and entailing meaningful learning of English for learners.
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Karenina, Anna, Dhini Anjarwati, and Dita Safira A. R. "The Urgency of Integrating English Learning Process with ICT in Junior High School 2013 Curriculum." Conference on English Language Teaching 1 (June 19, 2021): 230–44. http://dx.doi.org/10.24090/celti.v1.21.
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Curriculum is the important part of education that support the teachers to deliver subject well. In Indonesian curriculum, English is one of subject which includes in foundation type. English takes crucial material because it is international language which has many uses in this day and age. In the other hand, teaching English is not easy. It can be seen from many problems faced by our English education. However, teachers should need assistance to support effective teaching and learning process. In this global era, ICT has become integral to the teaching-learning interaction. The purpose of this paper is to examine how important the application of ICT for optimizing the realization of the current English curriculum. The researchers choose a qualitative research with literature type and a descriptive analytical approach. The data collection method used is the study of documents or literature. The result of this research is to know the urgency of ICT in English learning. That is, whether ICT has a large enough influence to optimize English learning as conceptualized by the curriculum or, on the contrary, the integration between ICT and English learning is basically not really necessary.
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Nurliyanti, Nurliyanti, Nadrun Nadrun, and Maf'ulah Maf'ulah. "TEACHERS’ PEDAGOGICAL COMPETENCE IN TEACHING ENGLISH AT JUNIOR HIGH SCHOOL." e-Journal of ELTS (English Language Teaching Society) 10, no. 3 (2023): 244–58. http://dx.doi.org/10.22487/elts.v10i3.3184.
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This research focuses on pedagogical competence of English teachers’. This research aims to find out pedagogical competence of English teachers in teaching English at SMP Negeri 13 Palu. Data collection techniques used were questionnaire, interview and observation. The observation was used to find out the students perception on the teacher's pedagogical competence in teaching English. The interview was used to determine the pedagogic competence of teachers in teaching English. The observation was also used to see the process of teaching English in the classroom. The result of questionnaire showed that students’ perceive on English teachers’ when teaching English were very good pedagogical competence in mastering the characteristics of students, ability to develop curriculum/syllabus, developing students potential and evaluation of learning outcomes. The results of interviews with four English teachers showed that there were some difficulties in learning they are in the use of technology and developing the potential of students. The results of the observations show that the pedagogic competence of four English teachers in teaching English is in the good. In general, the pedagogical competence of the English teacher at SMP Negeri 13 Palu is generally in good criteria.
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Jannah, Diba Ratu Vidari, and Rr Hasti Robiasih. "English textbooks evaluation for the seventh grade." Journal of English Language and Pedagogy 2, no. 1 (2019): 65. http://dx.doi.org/10.36597/jelp.v2i1.3749.
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The objective of this study are to: (1) find out whether the English textbooks of Mandiri and Solatif for seventh grade have fulfilled the criteria of good textbook, (2) reveal the suitability of the two textbooks with the 2013 Curriculum. This research was conducted using evaluation research. The design was employed to obtain information about the conformity between the basic competences in syllabus of 2013 Curriculum with the materials in the English textbooks and also between the criteria of a good textbook by Cunningsworth with the English textbooks. In this study, two English textbooks; Mandiri and Solatif for seventh grade of junior high school were taken to be analyzed. The results showed that Solatif meets three criteria of a good textbook by Cunningsworth. They are aim and approaches, topics, and methodology. It is partly suitable with four categories: design and organization, language content, skills, and political consideration. However it fails to meet one criterion, which is teacher’s book. Mandiri meets none of the criteria of a good textbook by Cunningsworth. It is partly suitable in seven criteria which are aims and approaches, design and organization, language content, skills, topics, methodology, and political consideration. It fails to meet one criterion; teacher’s book. Based on the data got from the conformity of Solatif with the 2013 Curriculum, it can be summarized that the materials in Solatif covers eight KDs for the seventh grade of junior high school, meaning that it accommodates all what is needed by the students for seventh grade of junior high school. Mandiri. It covers seven KDs for the seventh grade of junior high school. Unfortunately, it does not cover one of the last KD.
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Liu, Jialin. "Cultivating and Exploring Students' Intercultural Communication Skills in Middle School English Teaching under the Perspective of Cultural Confidence." International Journal of Education and Humanities 10, no. 1 (2023): 11–15. http://dx.doi.org/10.54097/ijeh.v10i1.10722.
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The English Curriculum Standards for Compulsory Education (2022 Edition) (from now on referred to as "the new standards") mentions students' intercultural communication many times in the curriculum objectives. Under the requirements of the new standards, teachers should pay attention to cultivating students' intercultural communication awareness and ability. In the era of economic globalization, diversified modes of thinking, and information networking, the practice and exploration of cultural self-confidence have become vital prerequisites for cultivating students' cross-cultural communicative competence. Therefore, this paper explores the enhancement and development of junior high school students' intercultural communicative competence from the aspects of the meaning of intercultural communicative competence, the problems and challenges encountered in cultivating students' intercultural communication, the current situation of the cultivation of junior high school students' intercultural communicative competence, the necessity of improving junior high school students' intercultural communicative competence, the principles of the cultivation of junior high school students' intercultural communicative competence, as well as the strategies of the cultivation of junior high school students' intercultural communicative competence.
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Huang, Yipei, and Yinxiu Ji. "Implications of Tao Xinzhi’s Life Education Theory for Teaching Strategies in Junior High School English Writing." Journal of Education and Educational Research 13, no. 2 (2025): 83–87. https://doi.org/10.54097/jn403338.
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Junior high school English writing instruction is a crucial component of English teaching, playing a significant role in enhancing students’ language proficiency. Tao Xingzhi’s life education theory, which emphasizes “Life as education,” “Society as school,” and the “Integration of teaching, learning, and doing,” provides a fresh perspective for junior high school English writing instruction. Under the guidance of the new curriculum standards, junior high English teaching has improved in aspects such as emphasizing the integrated use of language and focusing on students ’central role, thereby raising higher expectations for frontline English teachers. However, current challenges include superficial design concepts in writing instruction, a lack of authentic life contexts in teaching, and insufficient student writing abilities. This paper aims to explore the educational value of applying Tao Xingzhi’s life education theory to junior high English writing instruction. It proposes life-oriented writing teaching strategies across three dimensions based on this theory. The goal is to promote the integration of real-life contexts into English writing instruction, stimulate students' learning interest, cultivate their core competencies, and ultimately enhance the effectiveness of junior high English writing teaching.
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Raudah, Siti, Pajrian Noor, and Lailatun Najmiah. "English Teachers’ Perception at Junior High School Level on The Implementation of Kurikulum Merdeka in Banjar District." Linguistics and ELT Journal 12, no. 2 (2025): 226. https://doi.org/10.31764/leltj.v12i2.27697.
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Curriculum revisions are nothing new in Indonesia. Three curricular revisions have occurred throughout last two decades. Finally, the post-Covid-19 emergency curriculum was changed to Independent Curriculum, which purportedly streamlines K13. Merdeka Curriculum is only one year old, of course it still requires adjustments, especially in implementation. For this reason, researchers decided to examine teachers' perceptions (as the front guard of education) regarding the Independent Curriculum which focuses on implementation in teaching English at junior high school level in Banjar Regency, including regarding obstacles in implementation. This research uses descriptive qualitative with interviews as the data collection method. The type of interview used was semi-unstructured in-depth interview with 7 English teachers in 4 Junior High Schools in different sub-districts in Banjar District which implemented Merdeka Curriculum as respondents, determined using purposive sampling method. Following the investigation, respondents acquired 9 positive and 8 negative perceptions. According to the teacher's perception, Independent Curriculum has evolved to the times with usage of digital media/internet as a learning ied, making learning resources more abundant, there are also fun projects students can do, Aside from that, this curriculum is thought to be more supportive of students by using terms like student center, positive discipline, and differentiation approach, which allows teachers to provide more opportunities for students develop themselves by understanding them personally and providing comfortable environment. The obstacles encountered are mostly related to the facilities, teacher readiness, and increasingly limited time due to large number of tasks that teachers must complete as result of this curriculum..
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Zhang, Zhiyan. "The Cultivation of Discourse Ability in Middle School English Reading Teaching." Theory and Practice in Language Studies 10, no. 12 (2020): 1592. http://dx.doi.org/10.17507/tpls.1012.12.
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English has always been an essential part of junior high school curriculum. Improving students’ reading ability is not only the purpose of learning English for junior middle school students, but also an important means to acquire new knowledge. However, reading as one of the four basic skills required by the English course often keep students from getting high marks in the middle of the exam, although they took lots of time to read. This paper emphasizes the importance of English reading in junior middle school and analyzes the current situations and problems of students’ reading. It introduces the theories of reading and reading comprehension, discourse and discourse analysis, and the relationship between reading and discourse. The author puts forward some measures to improve the reading ability of students. There are many researches on discourse analysis about university, but the research is less involved in the secondary school, and the study of reading comprehension in junior middle school is even rarer. Therefore, the author thinks that it is very necessary to improve the discourse ability of junior high school students.
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Xu, Haohao. "Research on Strategies to Effectively Promote English Reading Teaching in Junior High School." Learning & Education 9, no. 2 (2020): 55. http://dx.doi.org/10.18282/l-e.v9i2.1398.
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Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.
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Maulidia and Hanif Maulaniam Sholah. "Analysis of Tenses Used in “New Headway” Movie: The Relevance to Merdeka Curriculum for Junior High School." Darussalam English Journal (DEJ) 3, no. 1 (2023): 127–66. http://dx.doi.org/10.30739/dej.v3i1.2071.
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Teaching tenses to Junior High School by using board or textbooks is monotonous and often confusing. Learners can not see clearly the application of tenses in practice. To understand better, learners need more appealing media. This study analyzed a European movie so students can see how native English actually use tenses in daily life. Azar’s theory of tense was used to investigate types of tenses in the movie then English for Nusantara Grade VII book was used to meet their appropriateness to the merdeka curriculum for junior high school as the Indonesian updated curriculum. Using qualitative approach with Content Analysis method, this study followed steps promoted by Subhojit Dey, et al. The results showed that there were five tenses found in the movie namely present simple (70%), past simple (19%), future simple (3%), present progressive (4%), and present perfect (4%). Since according to the merdeka curriculum only descriptive and procedure texts are mandatorily introduced to the seventh graders of junior high school, the movie already provided enough sources for teaching and learning present simple tense (70%). Meanwhile, it is optional to introduce about the other tenses found due to its nessecity in basic conversations.Keywords: Tenses, Movie, Merdeka Curriculum.
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Li, Dan. "Analysis of the Interpersonal Meaning on Teacher Talk: Take the 16th National Junior High School English Teaching Seminar as an Example." Journal of Education and Educational Research 7, no. 3 (2024): 141–46. http://dx.doi.org/10.54097/684x4750.
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In English classroom instruction, teacher talk is a critical role to impart comprehensible language to students and serves as a medium for the application of pedagogical strategies. The implementation of the English Curriculum Standards for Compulsory Education requires junior high school English teachers to be more conscious of the ways in which their teaching incorporate emotional attitudes and values. Consequently, the analysis of excellent junior high school English teacher talk in terms of interpersonal function theory, proves instrumental for front-line teachers to reflect on their discourse regarding student emotion, teacher role, and the teacher-student relationships. This study endeavors to unravel the interpersonal significance embedded in teacher talk based on the mood system of the Systemic Functional Grammar model advanced by Halliday. And the research data are carefully collected through observing and recording classroom discourse of 5 distinguished junior high school English teachers in the 16th National Junior High School English Teaching Seminar. Based on the research findings, the study proposes pragmatic strategies aimed at refining teacher talk in order to foster an equitable and harmonious classroom atmosphere.
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Mahdi, Amini, Asgari Masoud, and Asgari Zahra. "Disadvantages of Using Webquests in Junior High School English Classes in Iran." Journal of Critical Studies in Language and Literature 1, no. 1 (2020): 47–55. https://doi.org/10.2525/jcsll.v.1n.1.2020 P.47.
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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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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.
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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions
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Suminih, Suminih, Selnistia Hidayani, and Purnama Rika Perdana. "Lexical Density in English Textbook of Junior High School." Loquen: English Studies Journal 17, no. 2 (2024): 1–18. https://doi.org/10.32678/loquen.v17i2.10051.
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This study aims to examine lexical density in reading texts in English textbooks “English for Nusantara” for junior high schoolstudents using critical discourse analysis. The study used a qualitative approach with a content analysis research design. In this study, critical discourse analysis (CDA) was used to investigate the meanings contained in the text in order to provide an understanding of how the reading text conveys deeper meanings and influences the reader's perceptions, as well as providing insight into the broader implications of language use in educational contexts. This research found the high lexical density of 11.5 it was indicated a greater concentration of meaningful content, which often correlates with increased complexity and richness of vocabulary. By revealing a high lexical density, the educators can foster critical thinking, cultural awareness, and a deeper connection to students' heritage. This research advocates for a more thoughtful and contextually aware approach to curriculum design, ensuring that reading materials effectively support language learning and literacy development while fostering a strong connection to students' heritage and identity.
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Aprilianti, Berliana Dyah Ayu, and Sukarno Sukarno. "Reading Tasks in Seventh Grade Junior High School English Coursebook: Genre Based Evaluation." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 10, no. 1 (2025): 39. https://doi.org/10.21093/ijeltal.v10i1.1847.
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Coursebooks as one of the learning sources are important to meet the students’ needs, especially those that match with the current curriculum. The current curriculum in Indonesia is Merdeka Curriculum. Therefore, the value of Genre Based Approach (GBA) in the Merdeka curriculum in a 7th grade Junior High School English coursebook is examined. An adopted checklist consists of 25 items focused on the subjects and contents, skill and sub-skills, and practical consideration is used as the evaluation matrix. The result answers three research questions. First, the coursebook shows a variety of activities. The most frequent reading activity is “read and answer questions”. Followed by “read and fill the blanks'' which becomes almost the two fifth part from the whole reading activities. Next, “read descriptive text”, “read sentences'', and “read comic strips'' also appear in the coursebook for less than 10%. The other reading activities are “read procedure text”, “read and draw map”, and “read a descriptive text and answer a true or false statement” (5.8% for each). Then, the last are “read and underline”, “read and give checklist”, and “read and ask someone’s identity” with the smallest portion in the coursebook. Second, the genres that appear in the coursebook are descriptive, procedure, and persuasive text. Last, the result of whether the coursebooks are implementing Genre-based Approach in Merdeka curriculum standards or not, and the result from the first and second research questions show that the coursebook that has been analyzed is implementing Genre-based Approach in Merdeka curriculum standards.
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Wang, Siyu. "Study of Junior High School English Reading Teaching on Project-based Learning." Journal of Education and Educational Research 3, no. 2 (2023): 218–23. http://dx.doi.org/10.54097/jeer.v3i2.9308.
Full textAbstract:
The overall objective of the compulsory education stage is described in China’s English Curriculum Standards: to enable students to develop initial comprehensive language skills, promote mental development and improve comprehensive humanistic qualities through the study of English. However, in the reality of junior high school English reading teaching, English teachers emphasize lecturing rather than competence, resulting in students not being able to understand the main idea of the text and limiting the development of students’ thinking skills and independent learning abilities. The project-based learning is a student-centred approach to completing projects through individual or group work, based on communicative teaching method and Dewey’s do-it-yourself theory. This study attempts to apply project-based learning to the problems that have arisen in the teaching of English reading in junior high school, and ultimately to verify the feasibility and effectiveness of project-based learning in the teaching of English reading in junior high school. Can project-based learning be effective in improving junior secondary students’ English reading skills? It is the core question of this study. This research was carried out in a secondary school in Sichuan Province with a total of 60 students in two classes in the second year of junior high school. The study was conducted in the form of an experimental class and a control class for 12 weeks. The experimental class adopted the project learning approach, while the control class adopted the traditional reading teaching approach. The students’ reading skills were compared through pre-tests and post-tests, questionnaires, SPSS analysis of the project implementation process and results, as well as interviews and observations. The final conclusion is that the use of project-based learning in junior high school English reading classes can effectively improve students’ reading ability and level, stimulate their interest in reading, and improve their interest in learning 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.
Full textAbstract:
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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Wulandari, Sintya, and Hendi Hidayat. "THE 21st-CENTURY SKILLS REPRESENTED IN READING TASKS OF JUNIOR HIGH SCHOOL ENGLISH TEXTBOOKS." ANGLO-SAXON: Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris 11, no. 2 (2020): 185–201. http://dx.doi.org/10.33373/as.v11i2.2813.
Full textAbstract:
The purpose of this research is to reveal the representation of the 21st-century skills in the reading tasks of junior high school English textbooks for grade VIII and compare the results of data between the textbook published by Erlangga publishing and the textbook published by the The Ministry of Education and Culture. The integration of the 21st-century skills in English textbook is important for students to deal with globalization. Using the descriptive qualitative method and content analysis, this research analyzed the representation of the 21st-century skills in reading tasks of Junior High School English textbooks “Bright an English” published by Erlangga and the textbook “When English Rings a Bells” published by The Ministry of Education and Culture for grade VIII for Junior High School based on the categories of 12 competencies from the framework for 21st-century learning. As a result, the researcher found that there were slightly different results from two English textbooks. Textbook 1 refers to the “Bright an English” textbook presents 9 skills. Meanwhile, textbook 2 refers to “When English Rings a Bells” textbook presents 8 skills which had fewer than textbook 1. The textbooks use the 2013 English curriculum materials. It also has fulfilled the criteria of a good textbook. This research definitively answers the question regarding the representation of 21st-century skills in the reading task of Junior High School English textbooks.