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Adeyemi, Deborah Adeninhun, and Maureen Sindisiwe Kalane. "English in Botswana Junior Secondary Curriculum." International Journal of Educational Sciences 3, no. 2 (December 2011): 119–27. http://dx.doi.org/10.1080/09751122.2011.11890016.
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Akinsola, Ifeoluwa Theophilus, and Bolape Olufunto Olaosebikan. "Content Adequacy of Oral Literature in Selected English Studies Textbooks: Implications for Inculcating Moral Values into In-School Adolescents." International Journal of Social Learning (IJSL) 1, no. 3 (August 4, 2021): 250–59. http://dx.doi.org/10.47134/ijsl.v1i3.44.
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Textbooks are essential resources in the teaching-learning process. The integration of English language and literature called English Studies at the junior secondary schools in Nigeria has brought about textbooks incorporating both language and literature (oral and written) components. This study was carried out to analyze the content adequacy of oral literature incorporated in New Oxford Secondary English Course for Junior Secondary Schools and New Concepts English Textbooks and investigate teachers' perceptions. Book one to three of the two textbooks was purposively selected because they were used in the selected junior secondary schools for this study. The study, hence, adopted a mixed-methods of data collection and analysis. The textbooks selected were content analyzed by drawing out their oral literature components. Quantitative data were collected using a self-constructed questionnaire from 50 teachers of English studies randomly selected across 25 junior secondary schools in the Ibadan metropolis. The content analysis done of the selected textbooks was compared with the teachers' perception of the adequacy of the textbooks in inculcating moral values into students. The study recommended, among others, that English teachers at the junior secondary school level should actively implement the oral literature content of the English studies textbook with the use of appropriate teaching methods, strategies, and instructional materials.
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Utami, Nurul Mutia. "Communication strategies used by junior and senior teachers in teaching English at secondary school." International Journal of Humanities and Innovation (IJHI) 1, no. 4 (December 20, 2018): 20–29. http://dx.doi.org/10.33750/ijhi.v1i4.26.
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This research aims to find out the types of communication strategies used by the junior and senior teacher in teaching English. This study also explores the differences and similarities of communication strategies used by junior and senior teachers in teaching English. This research employed descriptive qualitative research. The participants of this research were two English teachers in Makassar. The data of this research were collected by employing observation and interview. The researchers adapted and modified Tarone’s (1977), Bialystok’s (1983), and Dörnyei and Scott’s taxonomy (1995a, 1995b) of communication strategies in identifying the data. The obtained data were analyzed in three major phases namely data collection, data reduction, data display, and conclude. The results of this research revealed that there were fifteen types of strategies used by the junior teacher and eleven types of strategies used by the senior teacher in teaching English. The junior teacher used topic avoidance, literal translation, code-switching, retrieval, other-repair, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for clarification, asking for confirmation, interpretive summary, comprehension check, and mime/gestures. The senior teacher used the literal translation, restructuring, code-switching, fillers, self-repetition, other-repetition, direct/indirect appeal for help, asking for repetition, asking for confirmation, comprehension check, and mime/gestures.
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Kong, Lingcui, and Niyun Lu. "English Tense Teaching in Secondary Schools Based on the Perspective of Embodied-Cognitive Linguistics." International Journal of Education and Humanities 6, no. 1 (November 23, 2022): 78–81. http://dx.doi.org/10.54097/ijeh.v6i1.3045.
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As a new research focus, ECL has been applied to translation, contrastive study between English and Chinese, rhetoric and other fields, and also has provided a new perspective for language teaching. In junior middle school English teaching, tenses have always been one of the most important part. However, the traditional teaching mode of English tenses is hard to arouse students’ interest in learning, and also reduces the efficiency of teaching. Therefore, on the basis of reviewing and summarizing the development of ECL and its current researches in the field of English teaching, this paper aims to explore the strategies of English tense teaching in junior middle school, to provide some new ideas and directions for foreign language teaching in China.
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Dipa, Putu Sora, I. Gusti Ayu Lokita Purnamika Utami, and Made Hery Santosa. "English Learning Using Infographics for Balinese Secondary School Students." PANYONARA: Journal of English Education 4, no. 1 (March 28, 2022): 1–16. http://dx.doi.org/10.19105/panyonara.v4i1.5852.
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As the facilitator of the learning process, the teacher needs to utilize appropriate media for students to help them learn better. Visual media is considered a great help as it provides information more attractively. Thus, this study aimed to develop infographics as an English teaching medium for 8th-grade junior high school students. The subject of this research was the English learning media used by the 8th-grade teacher at SMPN 4 Singaraja. This study was a Design and Development research which consisted of 3 steps of research, namely design, development, and evaluation. The researcher's notes, infographic development blueprints, instrument validation, and expert judgment were used to collect the data. The data were from the researchers' notes, and the infographic development blueprint was described qualitatively. Meanwhile, the score obtained from the instrument validation and the results of the expert judgment were explained quantitatively. The final result indicated that the infographic is very good to be used as an English teaching medium, especially for the 8th grade of junior high school students. Therefore, this research concluded that by developing books containing infographics, English teachers could have another type of visual media to teach all topics in grade 8 by using infographics.
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Duneva, Sonya. "Motivation for Learning English in Lower Secondary School Students." Pedagogical Almanac 30, no. 1 (June 29, 2022): 118–22. http://dx.doi.org/10.54664/hyfz8633.
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In the current educational situation, the development of intercultural communicative competences in English language is of key importance. Motivation to master English is a condition for the successful development of young people at home and abroad. Students have difficulties in learning a foreign language, and they experience hesitant motivation and resistance in their learning efforts in English classes. This scholarly article aims to present a research, interactive methods and approaches that will serve to motivate students in junior high school.
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Lai, Pui-Kwong, Keith B. Lucas, and Ed V. Burke. "Science concept learning by English as second language junior secondary students." Research in Science Education 25, no. 1 (March 1995): 115–24. http://dx.doi.org/10.1007/bf02356464.
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Susiati, S., and Elok Mufidati. "An Indonesian National English Textbook for Secondary Level: Is It Qualified Enough?" Jurnal VARIDIKA 32, no. 1 (July 18, 2020): 118–24. http://dx.doi.org/10.23917/varidika.v32i1.11511.
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This study describes how a national English textbook entitled When English Rings a Bell for Junior High School Level meets criteria of Cunnignswirth’s good English textbook. Interviews with the teacher and students of grade VII at SMP Muhammadiyah 10 Surakarta were conducted to investigate how the textbook is considered qualified. Document review was also applied to analyse the textbook. The results show that all chapters in the “When English Rings a Bell” textbook fulfill the Cunningsworth’s criteria of a good textbook. The textbook was suitable enough to be used for media in teaching learning process for the seventh grade students of Junior High School. From the teacher’s view, the textbook is appropriate with the learning objectives of the curret curriculum. This is in line woth the Cunningsworth’s criteria. However, some students found difficulties in using this textbook: 1). they still need teacher’s role to clearly explain the materials, 2). Supporting materials from other sources to improve the students’ ability in both comprehending the concept and doing practices. These two may be caused by the lack of examples in the textbook.
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Su, Jiafan. "Research on the Effectiveness of English Teachers' Classroom Questioning in Secondary School." Frontiers in Humanities and Social Sciences 2, no. 6 (June 20, 2022): 72–74. http://dx.doi.org/10.54691/fhss.v2i6.895.
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Classroom questioning is an important tool for developing students' communicative competence. How to ask questions effectively is the key point for teachers to improve classroom teaching efficiency and carry out effective teaching. In order to address the current situation, the author takes a 12th junior high school English classroom observation and training class as an example and uses classroom video observation to focus on the effectiveness of teachers' questions. The research found that the junior high school English listening and speaking class had the problems of single questioning subject and shallow reference questions. This paper proposes the following improvement strategies: firstly, give full play to students' subjectivity and encourage them to ask questions independently; secondly, clarify the purpose of questions, design questions carefully, and pay attention to the hierarchy and progressiveness of questions.
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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 (December 1, 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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Mu’in, Fatchul, Nasrullah Nasrullah, EKa Putri Elyani, and Elsa Rosalina. "Pedagogical Approach for Teaching English in Secondary School: What Counts?" Bubungan Tinggi: Jurnal Pengabdian Masyarakat 2, no. 1 (May 31, 2020): 45. http://dx.doi.org/10.20527/btjpm.v2i1.1792.
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Tujuan kegiatan ini adalah memberikan pelatihan untuk meningkatkan kreativitas guru dalam mengajar mata pelajaran Bahasa inggris di Kabupaten Tabalong. Diharapkan para guru dapat mengenal dan mengaplikasikan teknik mengajar bahasa Inggris yang lebih efektif, menyenangkan, dan modern. Adapun sasaran dari kegiatan ini adalah guru-guru MGMP SMP mata pelajaran Bahasa Inggris di Kabupaten Tabalong yang berjumlah 30 orang. Metode yang digunakan dalam pengabdian ini adalah metode kualitatif yang bertujuan untuk memberikan gambaran dan mendeskripsikan kegiatan pelatihan tentang teknik mengajar Bahasa Inggris yang modern. Pada kegiatan Pengabdian ini ditemukan sebagian besar guru belum mengetahui teknik terbaru dalam pengajaran Bahasa Inggris. Jadi, pelaksanaan pelatihan dilakukan melalui penyampaian materi, diskusi, dan praktik. Materi yang disampaikan disesuaikan dengan program-program yang sesuai dengan silabus pada tiap sekolah. Materi tersebut berkaitan dengan perancangan dan teknik pengajaran yang diikuti oleh praktik pengajarannya. Dapat disimpulkan bahwa pelatihan ini menjadi salah satu cara untuk meningkatkan inovasi dan kreativitas para guru dalam kegiatan belajar mengajar Bahasa Inggris di sekolah, khususnya di tingkat SMP. This activity aims to deliver a short training to improve the creativity of junior high school teachers for teaching English in Tabalong District. It is expected that teachers can recognize and apply teaching techniques that are more effective, fun, and modern. The subjects of this activity are 30 junior high school teachers of English MGMP in the district of Tabalong. The method used in this community service is a qualitative method that aims to provide an overview and describe training on modern English teaching techniques. In this community service activity, it was found that most of the teachers did not know the latest techniques in teaching English. As a result, the training was carried out through the delivery of material, discussion, and practice. The material presented was adjusted to the programs which fit the syllabus in each school. The material was related to design and teaching techniques, followed by the teaching practice. It can be concluded that this short training is one way to improve teachers' innovation and creativity in teaching and to learn English, especially in junior high school level.
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Pramesti, Kadek Nesya Febi, I. Gusti Ayu Lokita Purnamika Utami, and Made Hery Santosa. "Infographics Development for Secondary School Students in English Learning." Journal of English Teaching, Applied Linguistics and Literatures (JETALL) 4, no. 2 (October 14, 2021): 93. http://dx.doi.org/10.20527/jetall.v4i2.11688.
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This study aimed to develop infographics as teaching media for 7th students of grade secondary school in learning English. The method used in this study was Design and Development research (DnD) promoted by Richey and Klein (2005) which consist three steps, namely design, development, and evaluation. Initial observation had been done at one of junior high school in North Bali. In that observation, it was found the use of visual media in teaching still monotonous. The visual media that used in the teaching and learning process were only PowerPoint and videos from YouTube. The PowerPoint was mostly used in the teaching and learning activity. The PowerPoint slides were filled with many words related to the material. The teacher only explained the material through PowerPoint without doing other learning activities. The development of infographics was done to support the teacher in using visual media in teaching and learning process. The data collections of this study were carried out by library research, document analysis, and expert judgment. The data analysis of this study used mixed qualitative and quantitative research. The result of this study was infographics are very good media for teaching English to 7th grade junior high school. The design in each infographics was simple and effective as visual media for English teaching and learning activity. The quality of infographics was assessed using expert judgment by two experts. The result of expert judgment was the infographics media were classified as good media and did not need to be revised based on level accomplishment from Agung (2013). Teachers were expected to use various visual media in the class for creating fun and meaningful learning process. The infographics became complementary teaching media and can be used for a long time period.
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Law, Oluseun F. "Effect of Drama Technique on Achievement in English Reading Comprehension of Junior Secondary School Students." Journal of Education in Black Sea Region 6, no. 2 (May 21, 2021): 165–73. http://dx.doi.org/10.31578/jebs.v6i2.240.
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The study examined the effect of drama technique on achievement in English reading comprehension of junior secondary school students. This study adopted the pre-test – post-test quasi-experimental design. The population of the study comprised all junior secondary school students in Ijebu-North local government, Ogun state. Two junior secondary schools were randomly selected for the purpose of the study. The students in the two schools were randomly assigned to experimental and control groups. The instrument used for data collection was the Reading Comprehension Achievement Test which has a reliability coefficient of 0.72. The experiment lasted for six weeks. The data were analyzed by Analysis of Co-Variance (ANCOVA) at a 0.05 level of significance. The results show a significant main effect of drama technique and gender on students’ achievement in reading comprehension. The results further show a significant interaction effect of drama technique and gender on students’ achievement in reading comprehension. The study recommends that teachers should adopt the use of drama techniques in teaching comprehension.
Keywords: drama technique, reading comprehension, achievement in reading
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Inayati, Nina, and Alimin Adi Waloyo. "The influence of Quizziz-online gamification on learning engagement and outcomes in online English language teaching." Journal on English as a Foreign Language 12, no. 2 (June 24, 2022): 249–71. http://dx.doi.org/10.23971/jefl.v12i2.3546.
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Game-based English learning was considered as one of the effective techniques to develop student learning motivation and engagement. It is popular due to today's more advanced gadget technology and the COVID-19 pandemic requiring students to study from home. Much research on the gamification of English learning in various countries involving different age levels was conducted. However, very few research focused on Quizziz-online gamification for English learning purposes in the context of junior high students. This research investigated the level of students' engagement and learning outcomes of Quizziz-online gamification on English learning development in junior high school. This case study involved a secondary school English teacher and 62 students in the 9th grade at a private junior high school in Batu City, East Java Province, Indonesia. The data collection methods were observation, interview, and students' test results. Based on the descriptive and thematic analysis, it was found that gamification affected students' engagement, better active participation, and discipline. However, their English learning outcomes were dynamic. Thus, integrating an internet-based game, Quizziz, in English instruction with more cognitively driven approaches is worth implementing for better English outcomes.
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J.O., Babalola, and Ayodele Ayoyinka Felix. "Language Skills Acquisition as Determinants of Junior Secondary School Students’ Performance and Self-Efficacy in English Language." International Journal of Research and Scientific Innovation 09, no. 05 (2022): 70–76. http://dx.doi.org/10.51244/ijrsi.2022.9505.
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This study investigates the acquisition of language skills as determinants of Junior Secondary School Student’s competence and good performance in the use of English language in Ado Local Government. The purpose of the study is to identify the extent of students’ performance in English language, determine the impacts of language skills acquisition on students’ language delivery and to determine the impacts of language skills acquisition on students in English language as a tool of wider communication in Nigeria. The study employs the use of descriptive research of the survey type. The sample consists of 200 Junior Secondary School students in Ado Local Government. A well constructed questionnaire was administered to obtain information on relevant areas from the students. The findings reveal that without a good acquisition of the language skills, students would not have a good grasp of what is being taught in the class nor would they be able to participate meaningfully in any activity. It was therefore recommended that students should be exposed to tasks that will build their language skills.
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N.S., Yakusak, and Yusuf A.F. "Effects of Language of Instruction on Junior Secondary Students’ Performance in Mathematics." British Journal of Contemporary Education 2, no. 1 (June 24, 2022): 54–63. http://dx.doi.org/10.52589/bjce-b4xql7jv.
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This study investigated the Effects of Language of Instruction on Junior Secondary Students’ Performance and Terminology Achievement in Mathematics. A case study of Adavi Local Government Area of Kogi State, Nigeria. A total of eighty (80) students were drawn from two (2) schools. The study was guided by two (2) research questions and two (2) hypotheses. Mathematics Achievement Test (MAT) and Mathematics Terms Achievement Test (MTAT) were used as instruments for data collection. The students were taught the concepts of Algebra, Word Problem and Fraction for two weeks. The PRE-MAT and POST-MAT were administered to the students. Mathematics Terms Achievement Test (MTAT) was administered one week after the administration of POST-MAT. The students’ scripts were scored and the resulting data were subjected to data analysis. Research questions were answered using mean and standard deviation. Hypotheses were tested using Analysis of Variance (ANOVA). Major findings of the study showed that the experimental group achieved higher and retained more mathematical concepts than their counterparts in the control group. It is therefore recommended that teaching mathematics strictly in English should be de-emphasis to enable the mathematics teachers to explain in the mother tongue whenever they are teaching. Also, curriculum developers should take into consideration the language interference between English and the language of the environment in their planning for junior secondary school students.
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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 (January 26, 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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Galebole, Winnie R., and Tamucha H. Mothudi. "Investigating Causes of a Reluctance to Speak English in the Classroom – The Case of Botswana Junior Secondary Schools." European Journal of English Language and Literature Studies 10, no. 9 (September 15, 2022): 1–22. http://dx.doi.org/10.37745/ejells.2013/vol10n9122.
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This study discusses the factors underlying the phenomenon in which, often, students in Botswana Junior Secondary Schools (JSSs) seem reticent towards speaking English during lessons, in order to develop their proficiency in English as a second/ foreign language ESL/EFL. The implications of this disjuncture were also examined. Further, possible measures that could be emplaced to encourage students to speak English willingly were explored. A multi-method research (MMR) approach was used to unearth the state of English language (EL) use in Botswana’s JSSs through questionnaires for students and interviews with teachers. The conclusion was that students are not entirely averse to speaking English. Instead, they are primarily inhibited from adhering to the ‘English-Only Policies’ (EOPs) for fear of possible ridicule by their peers. Additionally, the study established that some students preferred communicating in their mother tongues (L1), since these were natural and easy to produce. Furthermore, it was determined that currently, no concrete rules exist for enforcing EOPs during school time.
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Sartika, Utari Dwi, Syafryadin Syafryadin, and Azwandi Azwandi. "English Teachers' Perception of Implementing Project-Based Learning in Secondary Schools." ENGLISH FRANCA : Academic Journal of English Language and Education 6, no. 2 (November 30, 2022): 477. http://dx.doi.org/10.29240/ef.v6i2.5452.
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The aims of this study were to investigate English teachers’ perceptions in implementing Project-Based Learning and to analyze the English teachers’ challenges of implementing Project-Based Learning in Secondary Schools in Bengkulu City. 16 English teachers in Senior High Schools and 14 English teachers in Junior High Schools who have implemented Project-Based Learning in their class served as participants in this study. An explanatory sequential mixed method research applied to investigate the teachers’ perceptions in implementing Project-Based Learning for gathering quantitative data by using Questionnaire in the first phase. Then, in collecting qualitative data to analyze the challenges of the implementation of Project-Based Learning in English classroom, the researcher conducted interview which explained the result in the first phase. There are a total of 30 questions on the questionnaire, all of which pertain the internal factors and the external factors, also the challenges which affected the English teachers’ perceptions in Secondary School. The findings of this study suggested English teachers’ perceptions and challenges in implementing Project-Based Learning in Secondary Schools had a positive response. Meanwhile, the English teachers’ challenges are caused by the limited of time and of knowledge, the management of class, and the situation of pandemic.
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Sullivan, Peter, Angie Mornane, Vaughan Prain, Chris Campbell, Craig Deed, Sue Drane, Michael Faulkner, Andrea McDonough, and Caroline Smith. "Junior Secondary Students' Perceptions of Influences on Their Engagement with Schooling." Australian Journal of Education 53, no. 2 (August 2009): 176–91. http://dx.doi.org/10.1177/000494410905300206.
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Various explanations and solutions have been proposed over the last decade in relation to the implications of students' apparent lack of engagement with middle years schooling in Australia. This article reports on responses to a questionnaire by 333 Year 8 students (aged about 13, in the second year of high school) on perceptions of factors relating to their engagement with the academic curriculum. While the majority of students reported a strong sense of the importance of, and opportunities in, schooling, and saw English, mathematics and science connected to those opportunities, this orientation was not matched by corresponding positive engagement with these same subjects. There was diversity in the responses of students, and it is recommended that schools take steps to identify individual students' perceptions of factors influencing their engagement, and where appropriate, deal with those perceptions.
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Nazari, Abolhassan, and Saeed Taki. "Demotivational Factors among Secondary School EFL Teachers in Iran." JOURNAL OF ADVANCES IN LINGUISTICS 6, no. 2 (December 29, 2015): 932–42. http://dx.doi.org/10.24297/jal.v6i2.2954.
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Demotivating factors negatively influence teachers attitudes and behaviors and hence lead to undesired teaching outcomes. The endeavor of this thesis was to scrutinize some sources of demotivational factors among Iranian English language teachers junior and senior high schools. To begin with, 100 junior and senior high school teachers in Chaharmahal Va Bakhtiari province, South West of Iran participated in this study. Two instruments (questionnaire and interview) were used for collecting data. Descriptive and inferential statistics for all questions and categories were generated and reported. The overall results showed that five out of six top items are related to working conditions and class facilities. The lowest number of demotivating factors related to lack of communication among teachers, lack of expression of straight opinion by colleagues, heterogeneity of learners in one class, students' forgetting to do homework, students' forgetting to bring textbook. The results also showed that recognizing and eradicating such impeding factors serve promising attention to learning, teaching and attainment.
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Prastikawati, Entika Fani, Wiyaka Wiyaka, and Maria Yosephin Widarti Lestari. "Secondary School Students’ Perception on Edmodo as Online Learning Platform in English Learning." Language Circle: Journal of Language and Literature 16, no. 2 (April 26, 2022): 296–307. http://dx.doi.org/10.15294/lc.v16i2.33712.
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Considering the students as digital-natives, the integration of technology in English language learning is needed. It is in line with the 21 -century students required-skills that they have to master information communication and technology (ICT). Hence, Edmodo has been used by English teachers in secondary schools as an online learning platform to support and reach their learning objectives today. This current study aims to look over the secondary students’ perception on the use of Edmodo in English learning. To reach this purpose, a mixed-method approach was applied. Forty students from four different secondary/junior high schools were involved in this study. In collecting the data, a closed-questionnaire consisted of 13 items and a semi-structured interview were carried out. The finding reveals that Edmodo was positively and wellperceived by the secondary students as an acceptable online learning platform for their English learning. Even the problem of an internet connection arises, most of the students admit Edmodo assists them in saving their learning time, reducing learning boredom, and creating better English learning.
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Liashenko, L. "Psychological Peculiarities of the Development of Junior Students’ Voluntary Attention in the Process of Teaching English at Secondary School." Problems of Modern Psychology : Collection of research papers of Kamianets-Podilskyi National Ivan Ohiienko University, G.S. Kostiuk Institute of Psychology of the National Academy of Educational Sciences of Ukraine, no. 50 (November 2, 2020): 127–45. http://dx.doi.org/10.32626/2227-6246.2020-50.127-145.
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Zahra, Ronanda, and Theresia Arianti. "Implicature Analysis on English Textbooks for Junior High School: A Comparison Between National and International English Textbooks." Journal of Advanced Multidisciplinary Research 3, no. 1 (July 30, 2022): 1. http://dx.doi.org/10.30659/jamr.3.1.1-18.
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Indonesian government provides both national schools and international schools with different English exposures and different language uses that are implemented in the textbooks. Considering the importance of understanding implicature for students, it needs to be investigated what type of textbook has sufficient resources of implicature for students� learning. Nevertheless, there is a small number of previous researchers that consider comparing textbooks from different types of schools with different curricula in terms of conversational implicature. Therefore, this study aimed to identify the types and analyze the implied meaning of conversational implicature and flouting of Grice�s maxim that is used in When English Rings a Bell for Junior High School and Cambridge Global English for Lower Secondary textbooks, as well as to find the distinctions that are shown in both textbooks in terms of the implicature. This study employed a descriptive qualitative research method with a content analysis approach. This study found that there were 19 conversations from 241 pages collected from When English Rings a Bell and 17 conversations from 152 pages from Cambridge Global English for Lower Secondary which were categorized into GCI and PCI as well as the four maxims (Quality, quantity, relevance, and manner). Therefore, the percentage for the occurrence of conversational implicature and the flouting of the maxim is higher in the international textbook. In conclusion, as the whole comparison, the most noticeable distinction shown in both textbooks is in terms of the way both textbooks provide content of the learning material in the form of conversation. It is also shown the different level of language use in both textbooks that will affect the complexity of the implied meaning in the conversations where the international textbook provides conversations with clearer context and the implied meaning are way more complex.
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Yuli Choirul Umah. "Fun English language learning for Kids." EDUTEC : Journal of Education And Technology 2, no. 2 (March 30, 2019): 32–37. http://dx.doi.org/10.29062/edu.v2i2.28.
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Currently, the English language introduction in elementary school, where subjects are not too needed for children, but for the author himself has a different opinion. For English writers need to be introduced to children. The introduction of English for children is certainly in a way that is different from secondary school children, such as JUNIOR and HIGH school. The introduction of English for children with the intent of not burdensome, does not make the child bored, packaged in the form of play while studying, or even the sense of not learning but play that gives them English skills. Singing, games, drawing, coloring, storytelling, and more are effective methods for introducing English to children.
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Cheffou, Idi. "ASSESSING ADMINISTRATIVE STRATEGIES FOR ENHANCING PEACE EDUCATION IN JUNIOR SECONDARY SCHOOLS IN THE AGADEZ REGION, NIGER REPUBLIC." Sokoto Educational Review 16, no. 2 (December 31, 2015): 12. http://dx.doi.org/10.35386/ser.v16i2.128.
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This study was carried out to assess administrative strategies for enhancing Peace Education (PE) in 29 Junior Secondary Schools in the region of Agadez, Niger Republic. The study was descriptive. Quantitative and non- parametric data that helped determine majority views were collected, tallied, converted into simple percentages and means using a calculator. Information from documents that were initially in French was translated into English. The research used a total population of 487 teachers and school administrators from 29 Junior Secondary Schools in the region of Agadez. All the 84 administrators from the 29 Junior Secondary Schools were included in the research as their number was small; 388 teachers were sampled out of 403 using the Research Advisors’ Sample Size Table and Simple Random Technique. The research instrument was a self-designed structured questionnaire titled Administrative Strategies for Enhancing Peace Education Questionnaire, which was validated and had a reliability index of .75. This paper dealt with the curriculum content that could enhance Peace Education in Junior Secondary Schools in the region of Agadez. The findings revealed that the Peace Education curriculum content was scanty. The study recommended, among others, that the Junior Secondary Schools Peace Education curriculum should be revised, and should therefore encompass relevant issues that would mould the students’ minds, issues that would help them to learn to live together and enhance mutual understanding in community; to this end, the Peace Education curriculum should mainstream Human Rights Education, Conflict Resolution Education, Disarmament Education, Development Education, International Education, Civics and any other type of education that is likely to bar the students from getting involved in violent conflict or even terrorism.
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Anwar, Isvanelly, and Rusdi Noor Rosa. "THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT." Language Literacy: Journal of Linguistics, Literature, and Language Teaching 4, no. 1 (June 12, 2020): 28–37. http://dx.doi.org/10.30743/ll.v4i1.1825.
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As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.
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Booth, Martin, Masayuki Sato, and Richard Matthews. "Case Studies of History Teaching in Japanese Junior High Schools and English Comprehensive Secondary Schools." Compare: A Journal of Comparative and International Education 25, no. 3 (January 1995): 279–301. http://dx.doi.org/10.1080/0305792950250308.
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Maxwell-Reid, Corinne, and Kwok-chi Lau. "Genre and technicality in analogical explanations: Hong Kong's English language textbooks for junior secondary science." Journal of English for Academic Purposes 23 (September 2016): 31–46. http://dx.doi.org/10.1016/j.jeap.2016.05.005.
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Babalola, Joseph. "COLLABORATIVE LANGUAGE PEDAGOGY AND STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE IN EKITI STATE." Advances in Social Sciences Research Journal 6, no. 11 (November 11, 2019): 36–44. http://dx.doi.org/10.14738/assrj.611.7266.
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This study examined the effect of collaborative teaching on students’ academic achievement in English language in Ekiti State. The population consisted of 161 Junior Secondary school three students made up of 103 males and 58 females selected from Federal Science and Technical College, Usi-Ekiti, Ekiti State. A total of 20 students (10 males) and (10 females) randomly selected from the school constituted the sample. The twenty students were divided into two groups-Experimental and Control. Group A was used as experimental group while group B was used as the control group. Two research questions and two hypotheses guided the study. The data collected were analysed using mean and percentages to answer the research questions while t-test and chi-square statistics were used to test the hypotheses. The major findings show that the students taught with Collaborative Teaching Strategy (CTS) achieved significantly better outputs than those of the control group. The study also discovered that there was no significant gender difference in the students’ achievement in English language. Based on the findings of this study, it was recommended that collaborative teaching strategy should be adopted as a more effective approach to teaching of English Language at the Junior Secondary School levels.
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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 (May 1, 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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Shaukat, Robina, Muhammad Shahbaz Arif, and Hina Mangi. "Issues in Teaching English Speaking Skill in Second Language Acquisition (SLA) at Secondary Level." Indonesian Journal of Social and Environmental Issues (IJSEI) 1, no. 3 (December 5, 2020): 213–19. http://dx.doi.org/10.47540/ijsei.v1i3.91.
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This research has investigated the issues in teaching English-speaking skill as second language acquisition SLA especially in Punjab. It is observed that issues involved in teaching speaking skills by the concerned teachers were having traditional approach in teaching methodologies, their strict inflexible attitude and denying attending refresher courses and workshops in modern e-learning enhancement. It has been observed that the teachers occupying permanent seats are least bothered to cope with fresh, young, junior colleagues and institutional management authorities in practical application of modern latest teaching techniques to produce quality in teaching English as SLA in speaking skills. Qualitative and quantitative methods were applied to find out the objectives in teaching English as SLA in speaking skills. The niche, objective and aim of research is to find out practical issues in teaching English as SLA in applied speaking skill and how speaking’ skill could promote language fluency in effective manner in order to meet the requirements of present modern era. This paper declared that Latest, modern methodologies may be adopted by teachers to produce quality in learning English speaking as SLA in friendly and pleasant atmosphere in light.
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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 (October 23, 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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Jade, Sue. "The Fourth R — Reconciliation and the Maintenance of indigenous Language in Urban Secondary Schools." Australian Journal of Indigenous Education 26, no. 1 (July 1998): 8–11. http://dx.doi.org/10.1017/s1326011100001769.
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Indigenous students in urban secondary schools in the Northern Territory are faced with barriers to their success in learning, in the education race. Amongst these is the question of language studies. Like all students, they must study English as a separate subject, they must study all other subjects using English as the language of instruction, and they must study a second language, a language other than English (LOTE), as a component of their Junior Secondary Studies Certificate. Most schools offer Indonesian and some are able to offer a broader choice. For the Indigenous student, social justice demands an addition to this range. It is illogical and unfair that schools, in some cases with up to 30 per cent Indigenous students, do not include Aboriginal and Torres Strait Islander languages in their programs. It is also shortsighted of schools to ignore the opportunity to provide these students with a subject area in which their culture is dominant.
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Dewantari, Fiorentina, I. Gusti Ayu Lokita Purnamika Utami, and Made Hery Santosa. "Infographics and independent learning for English learning in the secondary level context." Journal on English as a Foreign Language 11, no. 2 (September 4, 2021): 250–74. http://dx.doi.org/10.23971/jefl.v11i2.2784.
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Visual media are still ineffective in covering all learning focus and learning activities to support independent learning. Independent learning guides students to learn the material by themselves, but it is still not supported by the existing visual media. Infographics are a medium that underlies transformative skills in teaching because they can provide a complete learning focus in each material. This study was aimed at developing English teaching media for the 9th grade. A Design and Development research (DnD) proposed by Richey and Klein (2005) was used in this study, including design, development, and evaluation. Initial observations have been carried out at one of the junior high schools in Buleleng, Bali, Indonesia. Data collection was carried out by library research relating to the development of infographics and the nature of independent learning, document analysis by doing syllabus analysis, and expert judgment. The results obtained from the research are infographics are considered to be very good as a medium for teaching English for independent learning. This research implies that teachers' technology-based teaching skills can be assisted by developing this infographic teaching media.
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Watanabe, Kiyomi. "Specific Features of Three Newly Published English Textbooks for Elementary School in Japan – A Quantitative Study of the Textbooks." International Journal of Humanities and Social Sciences 13, no. 1 (June 30, 2021): 35–45. http://dx.doi.org/10.26803/ijhss.13.1.4.
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As Japan starts English education at the primary level in 2020, the study looks at three sets of English textbooks for the primary level through quantitative analyses. The objective of the study is to find specific features of each textbooks through quantitative analyses, because quantitative studies are known to be useful objective information which qualitative studies often fail to miss. The vocabulary-size analysis shows the following. First, Crown Jr. textbooks have the largest vocabulary size, second, the Correspondence Analysis shows that Crown Jr. textbooks seem to contain some Jr. high school level grammar, and third, Grade 5 textbooks of Junior Sunshine and New Horizon Elementary focus on the alphabets, singing and chanting, and school life; that Grade 6 textbooks of New Horizon Elementary and Junior Sunshine have materials on international foods and culture, and that both grade 5 and 6 textbooks of Crown Jr. contain more third-person sentences. The study believes these findings would provide useful information for those who are engaged in primary and secondary English education in Japan.
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Hao, Hongxia, and Abu Bakar Razali. "The Impact of Peer Feedback on Chinese EFL Junior High School Students’ Writing Performance." English Language Teaching 15, no. 9 (August 16, 2022): 9. http://dx.doi.org/10.5539/elt.v15n9p9.
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English writing plays a vital role in language teaching and learning and is compulsory in Chinese secondary education. Chinese EFL junior high school students need to master English writing. However, in the process of English writing teaching and learning, the Chinese EFL students still face problems in writing ability and self-efficacy even though they receive corrective feedback from teachers. In this regard, the authors believe peer feedback as a formative evaluation method also significantly promotes students' writing performance. So, the purpose of this study is to explore the effectiveness of peer feedback on Chinese EFL junior high school students’ writing ability and self-efficacy. The participants in this study were 100 grade 9 EFL students in a Chinese public junior high school, divided into experimental and control classes. Both teacher feedback and peer feedback were used in the experimental class, while only teacher feedback was used in the control class. Data were collected using the quasi-experimental and survey questionnaire methods, and data were analyzed using SPSS version 23. The findings revealed that peer feedback positively impacts students' writing ability in content, organization, and grammar. Additionally, students have more positive attitudes toward peer feedback which is more conducive to improving the students’ writing self-efficacy in motivation and confidence. Therefore, it can be considered that peer feedback has a positive impact on Chinese EFL junior high school students' writing ability and self-efficacy. The author also proposed the recommendations and implications for EFL writing instruction, policies, and future research.
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Zulfa, Indana, and Maman Suryaman. "An Exploration students' motivations in improving their English skill: Karawang Junior Islamic Boarding School Case." Eduvelop: Journal of English Education and Development 6, no. 1 (September 25, 2022): 13–25. http://dx.doi.org/10.31605/eduvelop.v6i1.1811.
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One of the important factors in supporting the achievement of the following characteristics of successful learning in English is motivation in learning English. The definition of motivation itself is the combined effect of effort and a desire to accomplish the goal. However, Indonesia that has a lot of diversity is not easy in realizing equal learning success in each region. The diversity of learning systems in Indonesia is also one of the interesting things to study. One of the researchers' concerns in this study is the learning system in Islamic boarding schools. In order that, tThis study aims at Exploring Secondary Students’ Motivation in Accomplish Successful English Language Learning. The student's behaviour, cognitive, and emotional will be carefully investigated. As this research concerns on students' motivations, this research tends to use a research case study at junior high school students. A qualitative method trough questionnaire is used in this research. The result shows that students' interest in learning English in schools based on Islamic boarding schools is not too high, because it is proven in the next question which shows results that most students find it difficult to learn English. It is also proven that they feel that the environment in which they live, in other words, the pesantren has not been able to increase their students' interest in learning English. Teachers must be able to become facilitators to increase students' interest in learning English
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Denman, Jenny, Erik van Schooten, and Rick de Graaff. "Attitudinal factors and the intention to learn English in pre-vocational secondary bilingual and mainstream education*." Dutch Journal of Applied Linguistics 7, no. 2 (December 31, 2018): 203–26. http://dx.doi.org/10.1075/dujal.18005.den.
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Abstract The effect of bilingual education (BE) on the attitude towards learning English of pupils in the first three years of pre-vocational secondary education in the Netherlands (n = 488) was investigated. Contrary to several other BE/CLIL studies, in the present study pupils choosing for a bilingual stream are not preselected based on their attitude or motivation. Attitude was measured using the Model of Planned Behavior (MPB). The best-fitting attitude model was one in which the perceived importance of learning English was a direct predictor of the Intention to make an effort, and not mediated by Affect. At the start of BE in year 1 (age 12), attitudinal differences between bilingual and mainstream pupils were non-significant, but after one or more years of a bilingual program, BE pupils scored significantly higher on four of the five MPB attitudinal constructs. BE appears to positively influence the attitude towards learning English of junior vocational students.
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Fortunasari, Dwi Rukmini, Retmono, and Januarius Mujiyanto. "Main Users’ Evaluation of The English E-Book for Seventh Graders in Secondary Education." International Journal of Linguistics 9, no. 1 (March 8, 2017): 104. http://dx.doi.org/10.5296/ijl.v9i1.10674.
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This paper discusses an evaluation of the English e-book which have been prescribed for use in grade 7 classes by the Indonesian Ministry of National Education in state-owned junior highschools. A 108 items of a modified e-book evaluation checklist was responded by 7 teachers and 96 students. It is to expose their perceptions concerning various aspects of the e-book. Both parties were asked to what extent the e-book had represented all the aspects of the standard of the e-book for English learning. Findings revealed that from 11 indicators, the teachers and the students displayed moderate positive perception in evaluating the nine indicators, namely; the general appearance, design and illustration, topic content, language component, social and cultural context, language skills, flexibility, and vocabulary and grammar. Meanwhile, they perceived negatively in evaluating the last two indicators, namely; the e-book elements and the interactivity. Suggestions are offered for the future revision and/or designing a need-based e-book for young learners of English.
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Milal, A. Dzo'ul, Zuliati Rohmah, Wahju Kusumajanti, Yazid Basthomi, Diana Nur Sholihah, and Meinarni Susilowati. "INTEGRATING CHARACTER EDUCATION IN THE ENGLISH TEACHING AT ISLAMIC JUNIOR HIGH SCHOOLS IN INDONESIA." TEFLIN Journal - A publication on the teaching and learning of English 31, no. 1 (June 12, 2020): 88. http://dx.doi.org/10.15639/teflinjournal.v31i1/88-107.
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The rapid development of digital technology with its likely disruptive impacts on students’ morality and character necessitates teachers to reorient their roles. Teachers need to be skillful in incorporating moral messages and character education in their teaching supported by suitable learning resources. The current research is conducted to fulfill the needs of the English teachers in Islamic junior secondary schools in Indonesia for supplementary materials that can support the integration of Islamic moral messages and values in the teaching of English. These needs were identified from data collected through questionnaires, FGDs, and interviews. The supplementary materials, which were designed based on the needs analysis, underwent expert validation and a pilot study. The final version of the materials consists of ready-to-use-worksheets and teacher's guide and is named the Islamic Life Resource Pack (ILRP).
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Cherian, V. I., and M. C. Malehase. "Relationship between Family Income and Achievement in English of Children from Single- and Two-Parent Families." Psychological Reports 83, no. 2 (October 1998): 431–34. http://dx.doi.org/10.2466/pr0.1998.83.2.431.
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To study the relationship between financial conditions in the home and scholastic achievement of 234 Standard 7 pupils (103 boys, 131 girls), a questionnaire was given to the children who were chosen at random from 34 Junior Secondary Schools in the Mankweng Education Circuit of South Africa. Pearson correlation coefficient and analysis of variance showed no relationship between financial conditions at home and scholastic achievement of children from single-parent and two-parent families.
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Ratnasari, Dwi. "BEHAVIORISM, INNATISM, AND INTERACTIONISM IN ENGLISH TEACHING AND LEARNING." Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language 6, no. 1 (November 5, 2019): 42–50. http://dx.doi.org/10.36706/jele.v6i1.9990.
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Abstract:In Indonesia, English has been introduced into school curriculum since junior secondary schools at the first grade though some elementary schools have English as their local content since the fourth grade. Indonesian government has been engaged in activities for many years with the aim of improving the English competency of school graduates in the country. However, the reality has been too far from the expectation. The English skills’ output of the students is still categorized into a low proficiency level. As stated in Education First, English Proficiency Index (EPI) in Indonesia in 2018 is ranked 51 out of 88 countries in the world. Therefore, there needs to be an explanation of what makes Indonesian students’ English proficiency low and how to teach or learn English by considering language acquisition theories, namely behaviorism, innatism, and interactionism. It is the purpose of this paper to briefly explain about these issues. Keywords: behaviorism, innatism, interactionism, English, teaching, learning
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Evans, Stephen. "The Long March to Biliteracy and Trilingualism: Language Policy in Hong Kong Education Since the Handover." Annual Review of Applied Linguistics 33 (March 2013): 302–24. http://dx.doi.org/10.1017/s0267190513000019.
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Since the handover, policymakers in Hong Kong have faced the daunting task of determining the educational roles of two major international languages (Putonghuaand English), as well as a vibrant local language (Cantonese), which is the mother tongue of around 90% of the city's predominantly Chinese population. Their response to this unprecedented challenge has been to set the ambitious goal of developing students’ ability to read and write Chinese and English and to speak Cantonese,Putonghua, and English. At the same time, however, they are pursuing policies that in some respects run counter to this commendable if ill-defined aim. This article examines the background to and rationale for the promotion of biliteracy and trilingualism and reviews recent research into the government's major language-in-education initiatives since 1997, namely, the adoption of a compulsory mother-tongue policy at junior secondary level, the recent fine-tuning of this controversial policy, and the use ofPutonghuaas the medium of instruction in Chinese subjects at primary and secondary levels.
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Ni Wayan Kasni. "Pentingnya Penguasaan Fungsi- Fungsi Bahasa Inggris dalam Berbicara." Linguistic Community Services Journal 2, no. 2 (August 2, 2021): 69–73. http://dx.doi.org/10.55637/licosjournal.2.2.3956.69-73.
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The Akasia study group is an English learning group for elementary and junior high school students located near the Warmadewa University campus. This community service is carried out in Akasia study groups in the form of English language teaching activities. Therefore, the purpose of this community service activity is to improve the English speaking’s skills of students in the Akasia study group. The method applied to this activity is the Communicative Language Taeching in Secondary Level method. In addition, this activity is carried out through the Zoom application. In these service activities, the students of the Akasia study group were enthusiastic and active in participating in learning or training. Students in the Akasia study group were given several English functions that were often used, namely greeting, asking name, and asking date, time, day year.
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Ni Wayan Kasni. "Pentingnya Penguasaan Fungsi- Fungsi Bahasa Inggris dalam Berbicara." Linguistic Community Services Journal 2, no. 2 (August 2, 2021): 69–73. http://dx.doi.org/10.22225/licosjournal.2.2.3956.69-73.
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The Akasia study group is an English learning group for elementary and junior high school students located near the Warmadewa University campus. This community service is carried out in Akasia study groups in the form of English language teaching activities. Therefore, the purpose of this community service activity is to improve the English speaking’s skills of students in the Akasia study group. The method applied to this activity is the Communicative Language Taeching in Secondary Level method. In addition, this activity is carried out through the Zoom application. In these service activities, the students of the Akasia study group were enthusiastic and active in participating in learning or training. Students in the Akasia study group were given several English functions that were often used, namely greeting, asking name, and asking date, time, day year.
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Adamson, Bob, and Ora Kwo. "Constructing an official English for China, 1949–2000." Journal of Asian Pacific Communication 12, no. 1 (July 18, 2002): 159–83. http://dx.doi.org/10.1075/japc.12.1.10ada.
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This paper focuses on the construction of the linguistic contents of the current junior secondary school syllabus and national textbooks in the People’s Republic of China, from which the official English promoted by the state can be identified. Using quantitative and qualitative data, the paper analyses the nature of this official English in five distinct historical phases. It finds that the English curriculum in the different phases was linked to shifting national economic and political priorities, as evidenced by the attention to structured pedagogical approaches that focus on communication during times of economic modernisation and openness to the outside world, and by the stress on political and moral messages during times of hyper-politicisation and relative international isolation. English is constructed for its economic and political utility, based on an exogenous model, British English. It is not officially constructed to reflect an endogenous variety of Chinese English.
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Wright, Susannah. "Creating liberal-internationalist world citizens: League of Nations Union junior branches in English secondary schools, 1919–1939." Paedagogica Historica 56, no. 3 (November 15, 2018): 321–40. http://dx.doi.org/10.1080/00309230.2018.1538252.
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HA, Amy Sau Ching, and David P. JOHNS. "Physical Education Teacher Effectiveness: Junior Secondary Student Perspectives on Influential Learning Factors." Asian Journal of Physical Education & Recreation 4, no. 1 (June 1, 1998): 17–23. http://dx.doi.org/10.24112/ajper.41197.
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LANGUAGE NOTE | Document text in English; abstract also in Chinese.The purpose of this study was to identify and examine the potential determinants of junior secondary school students views on physical education teachers qualities affecting their learning. Students (N= 1,540), 791 males and 749 females were randomly selected from thirteen secondary schools of the territory for the study. Data were obtained from an 18-item response questionnaire developed and modified by the investigators. Results showed that teachers fairness, variety of teaching technique, subject knowledge, organizational skills, and teachers emotion were found to be the most influencing factors to students learning. Whilst male students indicated that time/space allotment should be accented in physical education classes, female students concerned more about teachers emotion. ANOVA tests on grade and gender found that secondary three males required better discipline during instructions while secondary one females expected precise explanation/demonstration as well as corrective feedback. Results of the study implied that contemporary physical education teachers must assume a wide range of roles to effect the desired change in student behavior. To be an effective teacher, it is necessary to apply a conscious effort in order to acquire the skills, attitudes and personal dispositions which respond to student needs.本研究旨在調查初中學生對體育教師的專業素質在學習上之影響。研究對象爲本地1,540名中一至中三男、女學生。研究結果顯示學生認爲教師的(一)公正持平(二)教學技巧多元化(三)本科知識(四)組織能力及(五)控制個人情緒等因素最能影響其學習。現代體育教師的角色漸趨多元化，教師應從不同角度瞭解學生在學習上的需要，務求達致優質教育的目標。
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Montillado, Christine Joy M., and Ana Helena D. Lovitos. "Metacognitive Awareness and Attitude Towards Communicative Approach of Junior High School Students." American Journal of Multidisciplinary Research and Innovation 2, no. 1 (January 15, 2023): 22–35. http://dx.doi.org/10.54536/ajmri.v2i1.1192.
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This study aims to establish the significance of the influence of metacognitive awareness to the attitude towards communicative approach of Junior High School students. In order to do so, this study employed the quantitative research design using the descriptive and correlational method. Using proportionate stratified random sampling, primary data were gathered through the distribution of printed survey questionnaires inserted along with their English Modules as part of the Printed Modular-Based Learning Modality given to 369 respondents from 18 Secondary Public Schools of Division of Davao del Sur. In addressing the hypotheses of the study, correlation analysis using Pearson product moment correlation and regression analysis using Sobel z test were used. The level of metacognitive awareness as perceived by Junior High School students is high while the attitude towards communicative approach was defined as moderate. Results also revealed metacognitive awareness to have significant relationship to attitude towards communicative approach among Junior High School students. This implies that level of metacognitive awareness associates to the nature of attitude towards communicative approach. Moreover, regulation of cognition is the domain that best influences the attitude towards communicative approach among Junior High School students.