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1
Fauziati, Endang. "INTERFERENSI GRAMMATIKAL BAHASA INDONESIA DALAM BAHASA INGGRIS: KASUS PADA BUKU LKS BAHASA INGGRIS UNTUK SLTP DI SURAKARTA." Jurnal Penelitian Humaniora 17, no. 2 (2016): 96. http://dx.doi.org/10.23917/humaniora.v17i2.2502.
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The present study deals with Indonesian interference in English. It aims at giving a thick explanation about grammatical interference which especially exists inEnglish Workbooks for Junior High School students in Surakarta. The data consist of sentences containing interference taken from 10 English workbooks as data source. There were 185 sentences collected as data which were analyzed using error analysis framework and sociolinguistic perspective. The research findings show that there were seven types of grammatical interference: mismatching (62/33.51%), preposition(35/18.91%), superflous expression (27/14.59%), parallel construction (21/11.35%), passive (17/918%), conjunction (14/7.56%), and modifier and adverb (9/4.86%). Only one out of 10 workbooks, that is LKS Bahasa Inggris by MGMP, contained no language interference. The other 9 books contained language interference with the highest frequency occurred in LKS Bahasa Inggris RABEL (45/24.32%) and thelowest in LKS Bahasa Inggris Komunikasi Aktif (1/0.5%). The study also shows that the interference was due to two factors: the bilinguality of the book writers and the tendency of transferring old linguistic behavior in the new one (from Indonesian to English), which basically due to the writers’ constrains in English grammar.
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Kurniliawati, Umi Nur. "CLASSROOM TECHNIQUES USED IN THE TEACHING OF ENGLISH BASED ON CURRICULUM 2013: A NATURALISTIC STUDY AT STATE JUNIOR HIGH SCHOOL OF SAWIT 1 BOYOLALI." Jurnal Penelitian Humaniora 17, no. 1 (2016): 23. http://dx.doi.org/10.23917/humaniora.v17i1.2348.
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This study is carried out to describe classroom technique used in the teaching of English at State of Junior High School of Sawit 1 Boyolali. The kinds of this research is describtive qualitative research especially naturalistic study in analyzing the data. The method of collecting data in this research are observation, interview and document. The finding of the study shows that there are some classroom techniques implemented by English teachers at SMP Negeri 1 State of Junior High School of Sawit 1 Boyolali, drilling, grouping, individual task, listening to music, picture describing, presentation, question and answer, questioning, reading aloud, repetition, role play, and translation.The teachers have roles as facilitator, teacher as motivator, teacheras observer, teacher as manager, teacher as model, teacher as counselor, teacher as controller, and teacher as evaluator. The students have roles as members of group, as tutor of other learners, as negotiator, as subject, and as monitor and evaluator of their own learning progress. There are some materials used by English teachers, such as: textbook, workbook, dictionary, photocopy exercises, powerpoint on LCD, audio like song, and videos from youtube. The conclusion of this research is that English teachers at State of Junior High School of Sawit 1 Boyolali used various classroom techniques which can improve the students’ ability. Various techniques can make the students interested in English teaching-learning process. It does not make the class monotonous. The students become more active and creative. Based on the results, apparently, classroom techniques used by the teachers have important role in the teaching-learning process.
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Gribbin, William. "Junior High/Middle School: Supplementing Punctuation Workbooks." English Journal 74, no. 8 (1985): 59. http://dx.doi.org/10.2307/816418.
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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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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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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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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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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.267.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.270.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Manalo, Blademer, and Larry Ojales. "Career Development Program for Junior High School English Teachers." International Journal of Research in Engineering, Science and Management 3, no. 9 (2020): 8–12. http://dx.doi.org/10.47607/ijresm.2020.274.
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Despite the existence of some policies to promote career growth, still the fact remains that many teachers face problems about this matter. This study aimed in proposing a career development program by describing the profile of junior high school English teachers and showing its association to the extent of their commitment and responsiveness to instruction, research and community service. Moreover, it also identifies both issues related to career development. In order to attain the objectives, this research endeavour utilized descriptive method of research using questionnaire as data gathering instrument. Findings showed that teachers responded to the call of continuing professional development by earning post graduate degrees but had few related trainings and limited memberships. In addition, they showed commitment and responsiveness only on a moderate extent with regards to research and community service. The data further proved that instruction depends on training and development while research depends on membership to professional organization. It also stressed the findings that an organized and well-planned career development contributes to individual and organizational growth. However, issues and challenges may occur in the workplace if the administration fails to prioritize this. There is also a need for more training and memberships in various organizations and often participation in professional development activities is also recommended.
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Erlangga, Rifqi Aulia, and Izzati Shaima Shamsudin. "English Instructional Video Design for Islamic Junior High School." INFERENSI: Jurnal Penelitian Sosial Keagamaan 15, no. 1 (2021): 141–62. http://dx.doi.org/10.18326/infsl3.v15i1.141-162.
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The purpose of this study is to investigate the perceptions of teachers andstudents in Islamic Junior High School about duration, their involvement inthe video (cast), format and post-video watch activities of English supplementary videos to ensure the videos that will be made are effective. Using a descriptive quantitative method, this study reveals that video is a fun learning tool to study English, so that the students don’t mind if the video duration is more than 15 minutes. About the cast, the students inclined to be involved in producing the video. About the format, the majority chooses the drama method with Bahasa subtitled. About the post-video watch activities, they prefer to do a writing rather than a speaking activity. During the video playing, they didn’t taking a note or observing the whole plot yet, so that they wish the video can be replayed outside the class,just like on television or youtube
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Yang, Xiaoling. "Cultural Background on Reading Comprehension in Junior High School." Journal of Language Teaching and Research 8, no. 2 (2017): 370. http://dx.doi.org/10.17507/jltr.0802.21.
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Reading ability is the important part of English learning and the close relationship between language and culture determines the significant impact of cultural background knowledge on reading comprehension. The cultivation of students' English cultural awareness and sensitivity of English culture should be paid attention at the beginning. In this paper, the impact of the cultural knowledge on reading comprehension here is emphasized. And how to improve the junior high school students' cultural background is also discussed further.
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Cheng, Wei. "Exploring the Development of English Club Activities in Junior High School English Language Learning." Journal of Contemporary Educational Research 3, no. 1 (2019): 31–34. http://dx.doi.org/10.26689/jcer.v3i1.581.
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Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.
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Cheng, Pei-Chuan, and Wen-Kuei Hsieh. "Exploring the English Achievement Assessment of Junior High School Students." Journal of English Language and Literature 11, no. 3 (2019): 1134–38. http://dx.doi.org/10.17722/jell.v11i3.415.
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In the past years, most traditional item analysis only analyses difficulty and discrimination of each item, and test analysis only analyses overall test reliability and validity. As a result, EFL educators are lack of information on students’ response data for both students’ learning styles and item types in test questions preparation. Thus, the study presents the various item types of the English achievement assessment of Junior High School Students in Taiwan, and illustrates the various learning styles of the EFL students. The participants were randomly selected from one thousand four hundred and forty two junior high school students, who participated in Taiwan Assessment of Student Achievement in Junior High School English (TASA) held by National Academy for Educational Research (NAER). The data was analyzed based on the dichotomous scoring and the Student-Problem Chart Analysis. The result of Caution Index for Students shows that high achievement students account for one third of the sample students. However, the other students were classified as learning abnormality, inattention learning, and lack of learning adequateness, insufficiency learning, and lack of academic ability. Also, the result of caution index for problems shows that the test items of English Achievement Assessment were capable of measuring the English achievements of junior high school student and it also can differentiate high achievers from the low achiever in Taiwan. To improve the further test question preparation, only partial revisions are suggested for National Academy for Educational Research (NAER).
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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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., Suardi. "Evaluation of English Learning In Junior High School Samaturu Kolaka." International Journal of Scientific Research and Management 8, no. 04 (2020): 1304–11. http://dx.doi.org/10.18535/ijsrm/v8i04.el05.
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 The study aims to evaluate of english learning at the Junior High School 3, Samaturu Kolaka. The method used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key Informant is the principal, teacher, and student. The results showed that: (1). The ten indicators of the principles in the preparation of lesson plan is only a contemporary-oriented indicator that is not contained in the lesson plan. This is because lesson plan is based on teaching materials and teaching materials. In addition, the lesson plan does not promote social, spiritual attitudes and only focus on English language teaching materials. Because of social and spiritual attitudes are hidden curriculum and can be applied to all subjects. Even the development of character is a program of Junior High School 3, Samaturu Kolaka. (2). All step-by-step indicators in lesson plan preparation are already loaded inside the lesson plan. But there is still an unprecedented indicator such as determining a monotonous learning strategy and not self-evaluation for the teacher to improve the strategy, and its teaching method. (3). Several indicators of lesson plan implementation have been carried out well in the classroom even though it is not maximized. This is due to preliminary activities, the teacher does not explain the importance of the material to be studied and competencies that students must master. The conclusion is related to the principles, application of steps and implementation of lesson plan in the classroom, although not maximized, but has been referring to Permendikbud no. 103 year 2014 about learning on primary education and secondary education.
 
 Keywords: Evaluation, Lesson Plan, English Learning
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Namaziandost, Ehsan, Arash Hashemifardnia, and Syed Esmail Hosseini. "Investigating speech acts in Iranian junior high school English textbooks." Global Journal of Foreign Language Teaching 9, no. 2 (2019): 82–90. http://dx.doi.org/10.18844/gjflt.v9i2.4215.
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This study was carried out to examine the speech acts of Directives, Assertives, Commissives, Declaratives and Expressives used in conversation parts of Iranian Junior High School English Textbooks (Prospect One, Prospect Two and Prospect Three). The researchers selected and counted all the speech acts to see which speech acts were more frequently used. Searle’s (1976) speech acts model was used to analyse the data. After counting the speech acts, percentage and frequency were used to get the final findings. The results indicated that Assertives and Declaratives were, respectively, the most and the least frequently used speech acts in the Prospect Books. The Chi-square test results revealed that the speech acts were not distributed equally in the Prospect Books. The findings of this study can assist the material designers to include different types of speech acts in EFL textbooks in order to help the EFL learners develop their communicative and pragmatic knowledge. Keywords: Speech acts, pragmatics, prospect books.
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Anggraini, Fenisya, Soni Mirizon, and Rita Inderawati. "Professional Development of Novice English Teacher in Junior High School." Jurnal Pendidikan Progresif 10, no. 2 (2020): 233–49. http://dx.doi.org/10.23960/jpp.v10.i2.202009.
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Ahmadi, Azam, and Ali Derakhshan. "An Evaluation of the Iranian Junior High School English Textbooks." International Journal of English Language and Literature Studies 4, no. 1 (2015): 37–48. http://dx.doi.org/10.18488/journal.23/2015.4.1/23.1.37.48.
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Wei, Ping, and Yu Tang. "Cooperative Learning in English Class of Chinese Junior High School." Creative Education 06, no. 03 (2015): 397–404. http://dx.doi.org/10.4236/ce.2015.63039.
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Houghton, Luke. "Issues of Representation in Japanese Junior High School English Textbooks." JALT Postconference Publication 2019, no. 1 (2020): 41. http://dx.doi.org/10.37546/jaltpcp2019-06.
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This study is an analysis of how English and “English speakers” were represented in Japanese junior high school textbooks. The frequency of nationalities shown as English-speakers and the frequency of nations and national landmarks mentioned in the textbooks were counted with reference to Kachru’s (1985) “circles” of English to identify areas of overrepresentation or underrepresentation. The ways in which English speakers were given voice were also investigated. The study found that, although the textbook authors attempted to represent the English language as spoken by a variety of nationalities, there was a bias towards representing Japanese students and inner circle nationals as the primary users of English, a severe lack of representation of people of outer circle nationalities as English speakers, and little discussion of varieties of English. 本研究では、中学生対象の検定教科書において、英語および英語話者がどのように表現されているかを調査した。英語話者として表現される国籍及び、国やその国を表徴するシンボルの頻度を記録し、ブラージ・カチルー（1985）が提唱した同心円モデルを使い、過剰表現又は表現不足の領域を調査した。この調査で、教科書はさまざまな国籍の人が話す「英語」を表現しようとしたが、日本人学生と内円（英語/第一言語）の国々の話者を英語の主なユーザーとして過剰表現する傾向があり、 特に外円（英語/第二言語）の国々に属する英語話者に関する表現や、様々な英語に関する議論が大幅に不足していることが分かった。
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Rapley, Douglas. "Learning to speak English: Japanese junior high school student views." Language Teacher 34, no. 6 (2010): 33. http://dx.doi.org/10.37546/jalttlt34.6-5.
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In 2003, the Ministry of Education, Culture, Sports, Science and Technology unveiled a new junior high school (JHS) English as a Foreign Language (EFL) policy that focused on oral communication. While evidence of policy non-compliance in schools exists, until now there has been no research on the attitudes of students in regard to learning English speaking skills. This paper reports on research carried out in two schools in a mid-sized Japanese city that investigated the opinions of students via questionnaires. The study reveals that although EFL education is considered very important, English is very unpopular compared to other subjects. While being able to communicate orally in English is a JHS EFL education outcome desired by students, passing the senior high school entrance examination is their main concern. 英会話学習：日本の中学生とその両親の視点 2003年文部科学省はオーラルコミュニケーションに重点をおいた、中等学校(JHS)における外国語としての英語(EFL)の新方針を発表しました。学校の中には方針に従わない兆候もありますが、英語のスピーキングスキル学習に関しての学生の姿勢を調査したものはありませんでした。調査は日本の中都市にある２校の中等学校で実施され、アンケートを通して学生の意見を調査しました。その研究によりEFL教育は非常に重要とみなされているにも関わらず、英語は他の科目に比べて非常に人気が低いことが明らかになりました。学生はJHS EFL教育の成果として口頭により英語でコミュニケーションをはかれるようになれることを望んでいるにもかかわらず、高校入学試験に合格することが一番の関心事になっています。
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Nuraini, Lilik. "COMPARATIVE ANALYSIS OF INTERLANGUAGE ERRORS MADE BY JUNIOR HIGH SCHOOL AND SENIOR HIGH SCHOOL." Pedagogy : Journal of English Language Teaching 5, no. 2 (2018): 120. http://dx.doi.org/10.32332/pedagogy.v5i2.939.
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This study deals with the comparative analysis of interlanguage errors made by Junior High School and Senior High School. The objective of this research is to identify the types of interlanguage errors made by the Junior High School and Senior High School. The similarities and the differences of interlanguage error made by Junior High School and Senior High School, and the extend do the native language and the target language influence the student interlanguage system. The data are students’ errors in writing. The erroneous sentences are taken from 40 pieces of the junior high school students’ writing, and 40 pieces of the senior high school students’ writing. The data analyzed qualitatively, especially in using Error analysis Framework. The results indicate that the interlanguage errors made by Junior High School and Senior High School have the similarities and differences. The similarities of interlanguage errors that found by researcher are: wrong spelling of word, the use of Indonesian word, and omission of bond morpheme‘s/es’ as the plural marker. The researcher found ‘the wrong spelling of word, the use of Indonesian word, and omission of bond morpheme ‘s/es as the plural marker” in Junior High School, in Senior High School composition. The differences of interlanguage error made by Junior High School and Senior High School as follow: the use of V-ing for past event in Junior High school, it is not found in Senior high school composition. The errors that found in Senior High School, such as: False friend, Additional apostrophe (’s) is not appropriate, Additional‘s’ as Singular Marker, Omission of preposition, The use of singular noun for plural noun, The use of subjective pronouns for objective pronouns, and Omission of Article (a,an,the) , these errors are not found in Junior High School composition. There are two influences in students’ English namely influenced by first language and influenced by target language; the most dominant influence in students’ interlanguage in Junior high school and Senior high school is influenced by the target language. It can be seen from the percentages of it, 85, 71% in Junior High School and 85, 71% in Senior High School composition.
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Hadi, Muhamad Sofian. "The Use of Song in Teaching English for Junior High School Student." English Language in Focus (ELIF) 1, no. 2 (2019): 107. http://dx.doi.org/10.24853/elif.1.2.107-112.
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The aim of this study is to investigate in detail the use of song in teaching English for Junior High School student. This study is action researches conducted at Dharma Karya UT Junior High School class VII with participant number are 25 students. Data obtained from the result of test in each cycle. The findings showed that the learning process using song makes the students become more active in their interaction, it is showed by their participation level during the teaching is increased. Another finding also revealed that there is a significant improvement in the student’s English language skills using song from preliminary to cycle II stage in the research process. The average score of students at the preliminary stage is only 60 then it increased to 68 in the first cycle and increased significantly in cycle II with the amount of 80. It can be concluded that action research is done by using song in teaching English for Junior High School significantly helps the students in increasing their English language skills. This study recommends the continuation of using various teaching media and tools for Junior High School student in order to improve their English language skills.
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Zhou, Qian. "The Application of TBLT to English Reading Teaching in Junior High School." Region - Educational Research and Reviews 3, no. 2 (2021): 52. http://dx.doi.org/10.32629/rerr.v3i2.340.
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This paper demonstrates the restriction of traditional English reading teaching means, and further debates the feasibility and validity of TBLT in junior high school English reading teaching, which include the devise of reading teaching activities, the application of TBLT during teaching process in class and the evaluation of teachers and students after class. The intent of this paper is to dispose some drawbacks in English reading teaching in junior high school, in order to provide a feasible teaching method for English teachers and efficient learning methods for students.
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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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Putri, Baiq Della Triastiwi. "THE VALIDITY ANALYSIS OF ENGLISH SUMMATIVE TEST OF JUNIOR HIGH SCHOOL." Journal of Languages and Language Teaching 5, no. 1 (2018): 6. http://dx.doi.org/10.33394/jollt.v5i1.327.
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This research was aimed at analyzing the English summative test validity at SMP Darul Hamidin Padamara. The object of the research was the English summative test given to seventh grade students in the academic year 2016/2017 used descriptive method. The instrument used to analyze the data is documentation such as the English summative test, syllabus, blueprint and students answer sheet. The researcher matched the English summative test and syllabus to find out the content validity, for construct validity the researcher use blueprint and the last is students answer sheet to find out the criterion validity, to support the data the researcher used questionnaire. The finding of this research showed that the English summative test of SMP Darul Hamidin had validity in term of content and construct validity because 96% of test matched with indicators and for criterion validity was not valid because out of 50 items only 10 items were valid.
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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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Sumpada, Alief Imani. "Investigating Washback of National Standardized School Examination on Junior High School Students and Teachers." ELT Forum: Journal of English Language Teaching 8, no. 2 (2019): 158–65. http://dx.doi.org/10.15294/elt.v8i2.32361.
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This final project aimed to investigate the washback of English National Standardized School Examination on Ninth Graders and Teachers. The research used descriptive qualitative method as its research methodology. The results showed that English National Standardized School Examination or Ujian Sekolah Berstandar Nasional (USBN) brought positive and negative effect. The students applied some learning strategies to develop their reading and writing skills to face English USBN. However, they gave less attention to listening and speaking skills. Also, the students focused to get good result on the examination because it determined their graduation and their higher level school. The teachers prepare the students to take the examination by taught the material more thoroughly. They used various sources and media to support the teaching and learning activities. However, they gave less attention on listening and speaking skills and lose instructional time. To summarize, there were trends of positive and negative washback of English USBN on the students and teacher at SMP N 1 Kertek in academic year of 2018/2019.
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Syafryadin, Syafryadin, Dian Eka Chandra Wardhana, and R. Bunga Febriani. "Digital training for increasing English teachers’ professionalism at junior high school." Journal of Education and Learning (EduLearn) 15, no. 1 (2020): 27–35. http://dx.doi.org/10.11591/edulearn.v15i1.16937.
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This research aimed to know the problems and the implementation of the training as the solution and evaluation of digital training that can increase the English teachers’ professionalism at SMP Negeri 13 Bengkulu, Indonesia. This study used a descriptive qualitative method with the number of trainees were 10 English teachers. The procedures of collecting data were observation, documentation and interview. Then, the data analysis were done by comparing the result of the interview from the English teachers at SMP Negeri 13 Bengkulu, Indonesia before they joined and after joining digital training provided by the researchers and finally concluded. The first research finding is the English teachers had problems in terms of knowledge, difficult to apply the application or technology, and never joining training. The second finding is the implementation of digital training had many benefits namely increased the English teachers’ professionalism, experienced and innovated their knowledge and skills toward the use of digital learning, it brought a good quality for learning outcomes and it helped to be better in an advanced educational institution, particularly at SMP Negeri 13 Bengkulu, Indonesia. The last finding is that after implementation, the English teachers still got problems in using the application and need more training. The implication of this study is digital training can be an advanced way in educational development which needs good participation from the trainers, trainees and educational institution.
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Ma, Xin. "A Study on the Problems, Countermeasures and Reflections in the Practice of English Teaching in Junior Middle School — Based on the Teaching Practice of Jinfeng Experimental School." Theory and Practice in Language Studies 10, no. 9 (2020): 1135. http://dx.doi.org/10.17507/tpls.1009.18.
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In the current junior English teaching practice, there are existing some problems, so this paper is based on the teaching of Jinfeng experimental school, and discusses the problems in junior English teaching practice; designs the investigation report on the factors of middle school students' learning difficulties in the process of English learning; analyzes the investigation results; probes into the corresponding countermeasures, and it also makes some reflections on the English teaching of junior high school.
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Arifiani, Fathur Rizqi. "Experiential Function in Reading Passage of English Textbook Your Practice English Competence grade 8th for Junior High School." International Journal of Linguistics 9, no. 3 (2017): 102. http://dx.doi.org/10.5296/ijl.v9i3.11210.
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This study is concerned with the Experiential Function in Reading Passage of English Textbook for Junior High School. The objectives of this research were to find out the process type of experiential function, the most dominant process type and to describe the implication of the most dominant process type used in Reading Passage of English Textbook for Junior High School. This study was conducted by using descriptive qualitative design. The source of the data of this research were taken from reading passages in Practice Your English Competence textbook grade 8th published by Erlangga. The result of data analysis showed that the numbers in types of process were: material (45,1%), mental (16,5%), relational (26,9%), behavioral (2,7%), verbal (7,7%), and existential (1,1%). The most dominant process type used is Material process. That means that many reading passages in English textbook for junior high school contain action, or happened physicaly. So the process used in reading passages indicated action, doing things or what is done.
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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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Lizawati. "Students’ Attitude toward English Learning: A Study in a Junior High School." Academic Journal Perspective : Education, Language, and Literature 7, no. 2 (2019): 75. http://dx.doi.org/10.33603/perspective.v7i1.2515.
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AbstractStudents’ language attitude is one of important things to be successful in language learning process. Student’s attitude is classified into: cognitive, behavior and emotional aspect of attitude. The purpose of this research is to identify students’ attitude toward English language learning in a junior high school. This research employed survey research specifically in Junior High School X with 158 students as research participants. The researcher collect the data by using “Behavior Cognitive Emotional Attitude (BCEA) questionnaire consisting 45 items with five point-likert scale from level 1 to 5. The data were analyzed by using SPSS and Microsoft excel. The findings show that Behavior Aspect of Attitude (BAA) Mean=3.304641; SD=0.815134, Cognitive Aspect of Attitude (CAA) Mean= 3.579747 ; SD=0.829148, Emotional Aspect of Attitude (EAA) Mean: 3.457384 SD: 0.83255 which means students’ in Junior High School X have positive attitude toward English learning.Keywords: Students’ Attitude, Language Learning, Behavior, Cognitive, Emotional.
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Citrayasa, Vinindita. "JUNIOR HIGH SCHOOL STUDENTS� LIVED EXPERIENCES OF LEARNING ENGLISH USING BUSUU." Indonesian EFL Journal 5, no. 2 (2019): 85. http://dx.doi.org/10.25134/ieflj.v5i2.1900.
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Researches on MALL mostly focus on how learning by using mobile phones gives significant effect on second/ foreign language skills. However, only few which focus on their lived-experiences of learning English using their smart phones anywhere outside their class and anytime outside their school time that can reveal meanings related to their awareness, beliefs, and actions. This research is then aimed at describing and interpreting the students� lived experience of using a mobile application namely Bussu for learning English. The study is a hermeneutic phenomenology study which focuses on the description and interpretation of the students� lived experiences of using Busuu to learn English. There were two participants interviewed using in-depth interviews and the data was in the form of texts. The result shows the participants� lived experiences showed some empirical meanings: ubiquitous learning, fun learning, and useful English learning assistant. This study also reveals the finding of transcendent meaning that Busuu encouraged them to become more autonomous learners.
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Setianingsih, Ika Sulis. "Factors Affecting the English Reading Literacy of Junior High School Students." IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) 1, no. 2 (2017): 165. http://dx.doi.org/10.21093/ijeltal.v1i2.18.
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This study aims at finding out how: (1) amount of input, (2) amount of vocabulary, (3) learner’s motivation, (4) amount of input, amount of vocabulary, and learner’s motivation affect the English reading literacy; (5) amount of input affects amount of vocabulary, (6) amount of vocabulary affects learner’s motivation, and (7) amount of input affects learner’s motivation. This study was an ex-post facto. The population comprised year VII students of SMP’s in Bantul District in the second semester of the academic year of 2013/2014. A sample of 384 students was established using the proportional sampling technique. The data were collected through a close-ended questionnaire and test. The close-ended questionnaire was used to collect the data related to students’ learning input and motivation. The test was used to find out the students’ knowledge on vocabulary and reading comprehension. The data were analyzed by employing the linear regression analysis for the linear variables, continued by the multiple regression analysis for the whole variables, and then followed by partial correlation. The findings showed that there is a significant effect of: (1) amount of input; (2) amount of vocabulary; (3) amount of inputs, the learner’s motivation, and amount of vocabulary; (4) amount of inputs and learner’s motivation; (5) learner’s motivation and amount of vocabulary; and (6) amount of inputs and amount of vocabulary on the English reading literacy of SMP students in Bantul District. Meanwhile, there is no significant effect of learner’s motivation on the English reading literacy of SMP students in Bantul District.
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Syafii, Muhammad Lukman, and Rohfin Andria Gestanti. "DEVELOPING ENGLISH MATERIALS FOR EFL LEARNERS AT ISLAMIC JUNIOR HIGH SCHOOL." JEELS (Journal of English Education and Linguistics Studies) 4, no. 2 (2018): 199–220. http://dx.doi.org/10.30762/jeels.v4i2.339.
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The purpose of this research was to develop an EFL course book for the first semester learners at the Islamic junior high school in Indonesia. The material development includes some procedures of need analysis, material development, expert validation, material revision, try-out and final revision. Based on the results of questionnaires distributed to 106-second graders, the interviews done to the teachers and field notes taken from a document of the syllabus, this research revealed that most of the students and English teachers require English instructional materials embracing religious and general knowledge. After validated by the experts and tried-out to the students, this research finally produced English materials that were supplemented by a teacher’s guide, student’s worksheets and a CD containing listening materials.
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Fahriany, Fahriany, Alek Alek, and Ismail Suardi Wekke. "Gender Representation in English Textbooks for Islamic Junior High School Students." Kafa`ah: Journal of Gender Studies 8, no. 2 (2019): 149. http://dx.doi.org/10.15548/jk.v8i2.221.
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Kiswaga, Godlove Elioth, and Anita Triastuti. "Evaluation of English language materials: One junior high school in Yogyakarta." LingTera 5, no. 2 (2018): 154–61. http://dx.doi.org/10.21831/lt.v5i2.22317.
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Teaching language in this global era demands mostly the creativity of the teachers, this is because in 21th century, students need to be critical thinkers, creative, communicative and collaborative. Therefore, the creativity of the teacher is manifested by evaluating the multiple resources and adapting or adopting them based on the contextualized learning situation including individual differences, styles and learners needs. It is also essential for the teacher to integrate the four macro skills in teaching language in order to make the students more communicative and collaborative. Hence, this paper presents the evaluation of the language teaching resources before and during applying them to the classroom contexts. The data were collected by document review, classroom observation and interview with the secondary school teacher. The data were analyzed qualitatively through interactive model. There is variation of the results based on the techniques of data collection. The interview shows that theoretically the teacher is creative to make the materials for students. Meanwhile, the observation and document review findings show that there is a need of improvement on the way to evaluate and use the English materials based on the context. Finally, we suggest that the theoretical knowledge from interview should be implemented practically in class and in evaluating the textbooks in order to adopt or adapt by adding or removing some materials to make English textbooks match with students contexts.
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Sari, Nilam Tiara, Maria Mintowati, and Oikurema Purwati. "QUESTION-ASKING EXPOSURES FOR AUTISTIC JUNIOR HIGH SCHOOL STUDENTS’ ENGLISH PRODUCTION." IJET (Indonesian Journal of English Teaching) 7, no. 2 (2019): 187–96. http://dx.doi.org/10.15642/ijet2.2018.7.2.187-196.
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The bibliography suggests students with autism to use verbal contact for communicating, but they are lack in the language production. This study is to observe whether the using of question-asking exposures for students with Autism Spectrum Disorder in the application of WH questions will attract them to answer it and whether they give feedback responses. In the context of qualitative research that being conducted through junior high school students with autism, the data showed that there were improvements in the students’ language production and in the feedback responses. The results lead to the further research that in the context of teaching students with autism, the use of WH questions can be more explored.
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Lyddon, Paul, and Hiromu Okamura. "Japanese Junior High School English Textbook Input and Wh-Question Formulation." JALT Postconference Publication 2019, no. 1 (2020): 49. http://dx.doi.org/10.37546/jaltpcp2019-07.
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Second language acquisition of English wh-questions is complicated by asymmetries among different wh-question types. In a study of the wh-interrogative production of Japanese junior high school (JHS) learners, Hasebe and Maki (2014) found a disordinal interaction between wh-question type and English proficiency level. They also noted an unexplained tendency for more advanced learners to over-insert do. Connecting these findings, the present investigation hypothesized greater learner exposure to wh-questions with do at higher levels of study, which was evaluated by comparing the proportions of relevant wh-question types across the three grade levels of three popular ministry-approved JHS English textbooks. Although failing to support the research hypothesis, the results revealed a scarcity of noncopular main verb wh-subject questions. Given retrograde development of this particular question type, these findings suggest a possible need to explicitly sensitize learners to the distinctions between various wh-question types as well as provide additional implicit exposure to them. 第二言語習得研究では、英語のwh疑問文の種類によって習得速度に違いがあることが報告されている。Hasebe ＆ Maki（2014）による日本人中学生を対象にした調査では、wh疑問文の種類と英語の上達度の間に非順序的な交互作用があることに加えて、初級の学習者に比べ、中上級の学習者は主語疑問文でdo挿入を過剰に適用する傾向があることが分かった。この結果をもとに、中上級の学習者はdo挿入があるwh疑問文のインプットを、初級者よりも多く受けていると考え、日本の中学校で使用されている教科書に掲載されていた疑問文の例を調査した。その結果、インプットの量が影響しているという仮説は支持されなかったが、全体として主語疑問文の数が少ないことが分かった。Hasebeらで観察された学習者の主語疑問文の習得に対し、本研究の結果は、学校教育の場において主語疑問文のインプットを増やすことや、疑問文の種類の違いを明示的に指導する必要性があることを示唆している。
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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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Machida, Tomohisa. "How Do Japanese Junior High School English Teachers React to the Teaching English in English Policy?" JALT Journal 41, no. 1 (2019): 5. http://dx.doi.org/10.37546/jaltjj41.1-1.
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The Japanese Ministry of Education (MEXT) proposed the teaching English in English (TEE) policy in junior high schools (JHSs) in 2013. According to the new Course of Study (MEXT, 2017), JHS English teachers will be required to teach English in English starting in 2021. A study of JHS English teachers’ reactions to the new policy is reported in this paper. Participants included 98 public JHS English teachers (31 males and 67 females) in the northeast region of Japan. Teachers’ responses to the policy were investigated using the Teacher Foreign Language Anxiety Scale (TFLAS; Horwitz, 2013), a background questionnaire, class observations, and individual interviews. Due to JHS teachers’ lack of confidence in using English for instruction and concern over students’ possible struggles in learning, teachers were anxious about TEE. In addition, many teachers wanted practical training opportunities to develop their English communication skills to be ready for successful policy implementation. 文部科学省は2013年に、中学校でも英語の授業を英語で行う方針（TEE: Teaching English in English）を打ち出した。そして、2017年に改訂された新しい中学校学習指導要領では、2021年からの英語による指導が義務付けられた。本研究は、英語の授業を英語で行う方針に対する中学校英語教師の反応を調査したものである。東北地方の公立中学校英語教師98名（男性31名、女性67名）が本研究に参加した。調査にあたっては、教師外国語不安スケール（Horwitz, 2013）、質問紙、授業観察、インタビューの手法を活用した。その結果、中学校英語教師は英語を使った指導に対する自信のなさや、生徒の英語学習が困難になるかもしれないという思いから、英語による指導に不安を感じていることが分かった。さらに、多くの教師はTEEが滞りなく実施されるためにも、教師自身の英語によるコミュニケーション能力を伸ばす実践的な研修の機会の充実を望んでいた。
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Lisdayanti, Lisdayanti, Asrun Lio, and Kamaluddin Kamaluddin. "CONTENT ANALYSIS OF ENGLISH TEXTBOOK “WHEN ENGLISH RINGS A BELL” FOR JUNIOR HIGH SCHOOL GRADE SEVEN." Journal of Teaching English 4, no. 2 (2019): 137. http://dx.doi.org/10.36709/jte.v4i2.13915.
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This research was accomplished to find out whether English textbook “When English Rings A Bell” for Junior High School on seventh grade fulfilled each criterion of textbook evaluation criteria. The researcher used qualitative analysis as the research design. The data source was collected from English textbook “When English Rings A Bell” for Junior High School on seventh grade. The instrument of this study was textbook evaluation criteria. The researcher collected the data by using checklist to evaluate the textbook then analyzing the data shown from the checklist and making some interpretations, and finally describing the results from the assessment table. The result confirmed that English textbook “When English Rings A Bell” for Junior High School on seventh grade was categorized as inappropriate book because there were only four of fourteen sub- criteria which were fulfilled, namely the objectives were given in the beginning of the book and each chapter, the topic or materials were suitable with the objectives, there were visual materials relevant with the topic, and the instructions of the exercises were clear and easy to understand in terms of completed by examples, while the rest ten criteria were not fulfilled. It was recommended to the teacher to cover the weaknesses of the book by their teaching style or to find another reference outside this textbook. Keywords: Textbook, Evaluation Criteria
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N.M., Sumarningsih, Batan I Gede, and Adnyani L.D.S. "SCIENTIFIC APPROACH BASED TRANSLATION USED BY EFL JUNIOR HIGH SCHOOL TEACHER." Lingua Scientia 25, no. 2 (2018): 62. http://dx.doi.org/10.23887/ls.v25i2.18825.
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This study was conducted as an attempt to investigate in what step of scientific approach the teachers most frequently use translation in English Language Teaching as well as to find out the teachers’ reasons toward the use of translation in English Language Teaching based on scientific approach at SMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design. There were two teachers chosen as the subjects of study. The data were collected through audio recording the teaching and learning process and interviewing the subjects of study, while the techniques of analyzing data were done descriptively following the four processes according to the theory of Miles & Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. The results of analysis indicated that the teachers most frequently used translation in exploring step of scientific approach. In addition, there were seven teachers’ reasons found in relation to the use of translation in the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given by the teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understanding the tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presenting their work. The related parties interested in the same area of the research should give deeper concern in doing wider range of aspects involved in further study.
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Isrokijah, Isrokijah. "Problem based learning: a model in teaching English at junior high school." Journal of Research on English and Language Learning (J-REaLL) 1, no. 2 (2020): 133. http://dx.doi.org/10.33474/j-reall.v1i2.6900.
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Problem Based Learning (PBL) is one of teaching models required in Curriculum 2013. However, not many teachers apply it in teaching English. This happens because of their lack of knowledge about PBL and how to apply it in the class. This article aims at elaborating how to implement problem based learning (PBL) as an effective model in teaching and learning English at junior high school. By knowing how to apply PBL in the classroom it is hoped that the teachers will be motivated to use PBL in their teaching English, PBL increases students' motivation in learning, their ability to work independently and collaboratively with others, and their problem solving skills in order that the English learning objectives can be achieved.
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Zhang, Haiyan, Wen Peng, and Liuhua Sun. "English Cooperative Learning Mode in a Rural Junior High School in China." Journal of Education and Training Studies 5, no. 3 (2017): 86. http://dx.doi.org/10.11114/jets.v5i3.2199.
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Cooperative learning is one of the most recognized and fruitful research areas in modern education practice. It has been widely used in many countries as an effective teaching strategy to improve class efficiency and students’ comprehensive language ability since the 1990’s. This paper takes JA Junior High School, a rural junior high school in Nantong, China, as a case to explore its English cooperative learning mode. A questionnaire was designed based on nine factors namely learning expectation, learning interest, learning initiative, emotional experience, cooperative awareness, cooperative ability, learning effectiveness, learning evaluation and English usage level. The purpose is to try to find whether gender, grade and academic achievements have an effect on English cooperative learning. 515 valid questionnaires were collected and analyzed by t-test and One-way ANOVA. After analysis, it turned out that these three factors have an impact on the effectiveness of English cooperative learning. The results showed that the differences of gender, grade and academic achievements should be taken into consideration in accordance with the characteristics of rural middle school in constructing the English cooperative learning mode.
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Lizawati. "Students’ Attitude toward English Learning: A Study in a Junior High School." Academic Journal Perspective : Education, Language, and Literature 7, no. 2 (2019): 75. http://dx.doi.org/10.33603/perspective.v7i2.2515.
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AbstractStudents’ language attitude is one of important things to be successful in language learning process. Student’s attitude is classified into: cognitive, behavior and emotional aspect of attitude. The purpose of this research is to identify students’ attitude toward English language learning in a junior high school. This research employed survey research specifically in Junior High School X with 158 students as research participants. The researcher collect the data by using “Behavior Cognitive Emotional Attitude (BCEA) questionnaire consisting 45 items with five point-likert scale from level 1 to 5. The data were analyzed by using SPSS and Microsoft excel. The findings show that Behavior Aspect of Attitude (BAA) Mean=3.304641; SD=0.815134, Cognitive Aspect of Attitude (CAA) Mean= 3.579747 ; SD=0.829148, Emotional Aspect of Attitude (EAA) Mean: 3.457384 SD: 0.83255 which means students’ in Junior High School X have positive attitude toward English learning.Keywords: Students’ Attitude, Language Learning, Behavior, Cognitive, Emotional.
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Fathur, Khoiriyah. "Developing E-Writing Materials for The Junior High School Students." IJET (Indonesian Journal of English Teaching) 8, no. 1 (2019): 23–32. http://dx.doi.org/10.15642/ijet2.2019.8.1.23-32.
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This study aims at developing appropriate e-writing material to meet the needs of the students of MTs Negeri Kota Pasuruan. The teaching materials were developed to facilitate students’ psychological aspect and achieve their pedagogical goal. These materials which are based on the English Curriculum standard of content were developed in the form of interactive CD-ROM. It provides scaffolding flowing from fully guided, partly guided, to fully free learning. The study employs a design and development model of Richey and Klein (2007) with three main stages: identifying research problem phase realized through needs analysis, model development research, and model validation research for both internal and external validation. The result of the data from the students shows that the final product can be regarded as an appropriate e-writing material for the students. The data are supported by the result obtained from English teachers; these materials reflect constructivism, questioning, inquiry, learning community, modeling, reflection, and authentic assessment. Therefore, these materials which reflect Contextual Teaching and learning (CTL) are categorized as a very good material and no revision needed.
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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.